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Abstract(s)
O presente Relatório de Estágio, foi elaborado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada, do curso de Mestrado em Ensino do 1.º Ciclo de Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, da Escola Superior de Educação do Politécnico do Porto.
Através deste documento pretende-se apresentar e explorar um percurso formativo e de crescimento pessoal, onde subsistiu a construção de saberes e práticas, orientada pelas expetativas e descobertas acerca da profissionalidade docente, mobilizando e articulando saberes científicos, didáticos e pedagógicos.
O trabalho desenvolvido colaborativamente e do ponto de vista reflexivo, foi essencial para um processo evolutivo consistente, e para isso foi essencial o papel dos professores orientadores cooperantes, dos supervisores institucionais e do par pedagógico.
Inicialmente, explora-se os pressupostos legais e teóricos que sustentaram a prática, e que permitiram que a ação pedagógica, no contexto de estágio, fosse baseada num posicionamento didático-pedagógico claro e suportado.
Além disso, o presente documento incide ainda sobre a dimensão investigativa desenvolvida ao longo do ano letivo e que emergiu do contexto no âmbito das ciências experimentais e da literacia científica.
Apesar de finalizada a etapa, estarão por vir inúmeros desafios e diversos limites a serem ultrapassados. Assim, é essencial realçar a importância de um ensino contextualizado e com significado para o estudante, remetendo ao título atribuído a este documento “Os limites da sala de aula: desafios de ensinar e aprender em contexto”.
This Internship Report was elaborated under the Curricular Unit Supervised Teaching Practice, integrated in the Master’s Degree in Teaching the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, of the School of Education of the Polytechnic of Porto. Through this document we intend to present and explore a formative and personal growth path where the construction of knowledge and practices subsisted, guided by expectations and discoveries about teaching professionalism, mobilizing and articulating scientific, didactic and pedagogical knowledge. Collaboratively and reflectively developed work was essential for a consistent evolutionary process and for this the role of cooperating teacher teachers, institutional supervisors and the pedagogical pair was essential. Initially, it explores the legal and theoretical assumptions that underpinned the practice, and which allowed the pedagogical action, in the context of the internship, to be based on a clear and supported didactic-pedagogical positioning. Nevertheless, this document also focuses on the research dimension developed during the school year and which has emerged from the context of experimental sciences and scientific literacy. Although the stage is over, many challenges and limits will still have to be faced, and it is essential to emphasize the importance of contextualized and meaningful teaching for the student, referring to the title attributed to this document "Limits of the classroom: challenges of teaching and learn in context. "
This Internship Report was elaborated under the Curricular Unit Supervised Teaching Practice, integrated in the Master’s Degree in Teaching the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, of the School of Education of the Polytechnic of Porto. Through this document we intend to present and explore a formative and personal growth path where the construction of knowledge and practices subsisted, guided by expectations and discoveries about teaching professionalism, mobilizing and articulating scientific, didactic and pedagogical knowledge. Collaboratively and reflectively developed work was essential for a consistent evolutionary process and for this the role of cooperating teacher teachers, institutional supervisors and the pedagogical pair was essential. Initially, it explores the legal and theoretical assumptions that underpinned the practice, and which allowed the pedagogical action, in the context of the internship, to be based on a clear and supported didactic-pedagogical positioning. Nevertheless, this document also focuses on the research dimension developed during the school year and which has emerged from the context of experimental sciences and scientific literacy. Although the stage is over, many challenges and limits will still have to be faced, and it is essential to emphasize the importance of contextualized and meaningful teaching for the student, referring to the title attributed to this document "Limits of the classroom: challenges of teaching and learn in context. "
Description
Keywords
Prática educativa Ensino-Aprendizagem Reflexão Investigação-ação Educational practice Teaching-Learning Reflection Action research
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação