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Abstract(s)
O presente relatório de estágio (RE) surge no âmbito da Unidade Curricular (UC) de Prática de
Ensino Supervisionada (PES), integrada no plano de estudos do Mestrado em Ensino do 1º Ciclo
do Ensino Básico e de Matemática e Ciências Naturais do 2º Ciclo do Ensino Básico (CEB). Neste
sentido, o RE apresenta o percurso desenvolvido na PES, numa visão construtivista e reflexiva,
com a mobilização dos pressupostos teóricos e legais que orientam a prática docente, assim
como dos saberes científicos e pedagógicos mobilizados na PES, analisando e fundamentando as
distintas opções selecionadas.
ORE explana as principais vivências da mestranda, demonstrando as suas aprendizagens e o seu
percurso académico na Escola Superior de Educação do Instituto Politécnico do Porto. A formação
inicial permitiu o contacto com diversos profissionais de excelência, aos níveis cognitivo,
pedagógico e inter-relacionai, que permitiram a vivência de experiências e um enriquecimento
das aprendizagens, promovendo um crescimento pessoal e profissional.
Durante a PES, a mestranda integrou-se numa turma de regência do 1º CEB e em duas turmas de
regência no 2º CEB. As turmas dispunham de características bastante distintas e desafiantes, na
medida em que os alunos apresentavam graus de maturidade diferentes, necessidades e
interesses diversificados. As duas instituições, apesar de pertencentes ao mesmo Agrupamento
de Escolas, apresentavam, igualmente, uma dinâmica divergente. Estes fatores requereram de
uma diversidade de estratégias e métodos mobilizados, considerando os contextos a contactar, e
sempre com o objetivo primordial de enriquecer os processos de ensino e de aprendizagem. A
adaptação a cada contexto é um processo que decorrerá de modo natural ao longo da prática
docente, pelo facto de todos os alunos apresentarem as suas características e peculiaridades e,
desta forma, ser necessário corresponder às necessidades existentes.
A componente investigativa desenvolvida na formação inicial consistiu num momento
fundamental, por permitir a construção de saberes e práticas, analisando-as, adaptando-as e
adequando-as ao contexto, e compreendendo a importância do ato de investigar ao longo da
carreira docente, com vista a se tornar num profissional de excelência. A investigação
desenvolvida, em formato de artigo científico, pretendeu compreender de que forma a estratégia
v
adotada pelo professor, na exploração da planificação de sólidos geométricos, influencia o
raciocínio e o processo de resolução das tarefas pelos alunos.
Concluída esta etapa, os cinco anos de formação inicial constituíram um desafio, pautados por
obstáculos ultrapassados, que permitiram uma evolução enquanto pessoa e docente. No final, a
mestranda afirma que se encontra preparada para uma nova etapa na sua vida profissional e
pessoal e disposta a encarar todas as dificuldades com persistência e resiliência.
This internship report (ER) is part of the Supervised Teaching Practice (SEP), integrated in the study plan of the Master's Degree in Teaching Primary Education and Mathematics and Natural Sciences in Secondary Education. The ER presents the course developed in the PES, in a constructivist and reflective view, with the mobilisation of the theoretical and legal assumptions that guide the teaching practice, as well as the scientific and pedagogical knowledge mobilised in the PES, analysing and justifying the different selected options. The ER explains the main experiences ofthe master's student, demonstrating her learning and her academic career in the School of Education of the Polytechnic lnstitute of Porto. The initial training of the student allowed contact with several professionals of excellence, at the cognitive, pedagogical and inter-relationallevels, which allowed the experience and enrichment of learning, promoting personal and professional growth. During the SEP, the student was part of a regency class in the Primary Education and two regency classes in the Secondary Education. The classes had very different and challenging characteristics, as the students presented different degrees of maturity, needs and interests. The two institutions, although belonging to the sarne Grouping of Schools, ais o presented a divergent dynamic. These factors required a diversity of strategies and methods, considering the contexts to be contacted, and always with the primary objective of enriching the teaching and learning processes. The adaptation to each context is a process that will occur naturally throughout the teaching practice, dueto the fact that ali students h ave their own characteristics and peculiarities and, therefore, it is necessary to correspond to the existing needs. The investigative component developed in the initial training was a fundamental moment, as it allowed the construction of knowledge and practices, analysing them, adapting and adapting them to the context, and understanding the importance of the act of investigating throughout the teaching career, in order to beco me a professional of excellence. The developed research, in the format of a scientific article, aimed to understand how the strategy adopted by the teacher, in the exploration of the planning of geometric solids, influences the reasoning and the resolution process of the tasks by the students.At the end of this stage, the five years of initial training were a challenge, marked by obstacles overcomed, which allowed an evolution as a person and as a teacher. At the end, the student states that she is prepared for a new stage in her professional and personallife and willing to face ali difficulties with persistence and resilience
This internship report (ER) is part of the Supervised Teaching Practice (SEP), integrated in the study plan of the Master's Degree in Teaching Primary Education and Mathematics and Natural Sciences in Secondary Education. The ER presents the course developed in the PES, in a constructivist and reflective view, with the mobilisation of the theoretical and legal assumptions that guide the teaching practice, as well as the scientific and pedagogical knowledge mobilised in the PES, analysing and justifying the different selected options. The ER explains the main experiences ofthe master's student, demonstrating her learning and her academic career in the School of Education of the Polytechnic lnstitute of Porto. The initial training of the student allowed contact with several professionals of excellence, at the cognitive, pedagogical and inter-relationallevels, which allowed the experience and enrichment of learning, promoting personal and professional growth. During the SEP, the student was part of a regency class in the Primary Education and two regency classes in the Secondary Education. The classes had very different and challenging characteristics, as the students presented different degrees of maturity, needs and interests. The two institutions, although belonging to the sarne Grouping of Schools, ais o presented a divergent dynamic. These factors required a diversity of strategies and methods, considering the contexts to be contacted, and always with the primary objective of enriching the teaching and learning processes. The adaptation to each context is a process that will occur naturally throughout the teaching practice, dueto the fact that ali students h ave their own characteristics and peculiarities and, therefore, it is necessary to correspond to the existing needs. The investigative component developed in the initial training was a fundamental moment, as it allowed the construction of knowledge and practices, analysing them, adapting and adapting them to the context, and understanding the importance of the act of investigating throughout the teaching career, in order to beco me a professional of excellence. The developed research, in the format of a scientific article, aimed to understand how the strategy adopted by the teacher, in the exploration of the planning of geometric solids, influences the reasoning and the resolution process of the tasks by the students.At the end of this stage, the five years of initial training were a challenge, marked by obstacles overcomed, which allowed an evolution as a person and as a teacher. At the end, the student states that she is prepared for a new stage in her professional and personallife and willing to face ali difficulties with persistence and resilience
Description
Keywords
Educação Crescimento Investigação Reflexão Aprendizagem Education Growth Research Reflection Learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação