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Abstract(s)
O Relatório de Estágio que se apresenta, elaborado no âmbito da Unidade Curricular Prática de
Ensino Supervisionada do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e
História e Geografia de Portugal no 2.º Ciclo do Ensino Básico, constitui-se como um requisito
formal para admissão a provas públicas e, consequentemente, para a obtenção do grau de Mestre.
Este documento tem por objetivo refletir sobre o processo de desenvolvimento científicopedagógico,
pessoal e social da docente em formação, ancorado, essencialmente, no percurso
trilhado ao longo do ano de estágio, no ano letivo 2021/2022, justificando o título que lhe foi
atribuído. Porque a ação pedagógica implica uma constante articulação entre planificar, intervir e
refletir, ser professor é também investigar. Assim, o binómio investigação e ação perpassa os
vários capítulos deste documento, desde os capítulos mais científico-pedagógicos e
programáticos aos capítulos em que se apresentam os recortes da pártica educativa e o próprio
projeto. Neste campo, desenhou-se especificamente um projeto de investigação e intervenção,
desenvolvido no contexto educativo do 1.º ano de escolaridade, que visou, por um lado, potenciar
o desenvolvimento de capacidades investigativas sobre a prática pelo exercício da reflexão sobre,
na e para a ação, tendo em vista competências de agir e reagir perante diversas situações
educativas da mestranda, e, por outro, promover, nos alunos, aprendizagens no âmbito da leitura
e da escrita e das competências que lhes subjazem. Deste modo, conscientes da relevância que o
presente projeto teria na promoção das competências e dos mecanismos cognitivos subjacentes
à aprendizagem da leitura e da escrita em fases inicias, foram desenhadas as várias intervenções
educativas, potenciando nos alunos o desenvolvimento da consciência fonológica, através de
atividades sistemáticas, contextualizadas e planificadas, ancoradas numa prática de ensino
atualizada. Findo este percurso, foi evidente, também pelo trabalho colaborativo existente, que as
atividades desenvolvidas permitiram a aquisição de competências e o desenvolvimento de
capacidades (meta)linguísticas centrais para a aprendizagem da leitura e da escrita, bem como
para a promoção da competência leitora.
The lnternship Report presented here, prepared within the scope of the Supervised Teaching Practice Curricular Unit of the Master's Degree in Teaching of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, is a formal requirement for admission to public examinations and, consequently, for obtaining the Master's degree. This document aims to reflect on the process of scientific-pedagogical, personal and social development of the teacher in training, anchored, essentially, in the path followed throughout the internship year, in the academic year 2021/2022, justifying the title that was awarded to her. Because pedagogical action implies a constant articulation between planning, intervening and reflecting, being a teacher is also investigating. Thus, the binomial research and action permeates the various chapters of this document, from the more scientific-pedagogical and programme chapters to the chapters presenting the clippings of the educational practice and the project itself. ln this field, a research and intervention project was specifically designed, developed in the educational context of the 1st year of schooling, which aimed, on the one hand, to enhance the development of investigative capacities on practice by exercising reflection on, in and for action, with a view to competences to act and react to various educational situations of the master's student, and, on the other hand, to promote, in students, learning in the field of reading and writing and the competences that underlie them. Thus, aware of the relevance that this project would h ave in promoting the skills and cognitive mechanisms underlying the learning of reading and writing in early stages, the various educational interventions were designed, enhancing the development of phonological awareness in students, through systematic, contextualised and planned activities, anchored in an updated teaching practice. At the end of this journey, it was evident, also from the existing collaborative work, that the activities developed allowed the acquisition of skills and the development of (meta)linguistic capacities central to the learning of reading and writing, as well as to the promotion of reading competence.
The lnternship Report presented here, prepared within the scope of the Supervised Teaching Practice Curricular Unit of the Master's Degree in Teaching of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, is a formal requirement for admission to public examinations and, consequently, for obtaining the Master's degree. This document aims to reflect on the process of scientific-pedagogical, personal and social development of the teacher in training, anchored, essentially, in the path followed throughout the internship year, in the academic year 2021/2022, justifying the title that was awarded to her. Because pedagogical action implies a constant articulation between planning, intervening and reflecting, being a teacher is also investigating. Thus, the binomial research and action permeates the various chapters of this document, from the more scientific-pedagogical and programme chapters to the chapters presenting the clippings of the educational practice and the project itself. ln this field, a research and intervention project was specifically designed, developed in the educational context of the 1st year of schooling, which aimed, on the one hand, to enhance the development of investigative capacities on practice by exercising reflection on, in and for action, with a view to competences to act and react to various educational situations of the master's student, and, on the other hand, to promote, in students, learning in the field of reading and writing and the competences that underlie them. Thus, aware of the relevance that this project would h ave in promoting the skills and cognitive mechanisms underlying the learning of reading and writing in early stages, the various educational interventions were designed, enhancing the development of phonological awareness in students, through systematic, contextualised and planned activities, anchored in an updated teaching practice. At the end of this journey, it was evident, also from the existing collaborative work, that the activities developed allowed the acquisition of skills and the development of (meta)linguistic capacities central to the learning of reading and writing, as well as to the promotion of reading competence.
Description
Keywords
Formação docente Ação pedagógica Investigação-ação Leitura e escrita Competências e capacidades linguísticas e cognitivas Consciência fonológica Teacher training Pedagogical action; action research Reading and writing Linguistic and cognitive competences and abilities Phonological awareness
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação