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Advisor(s)
Abstract(s)
O presente Relatório constitui-se como um elemento de avaliação à Unidade Curricular de
Prática de Ensino Supervisionada, Unidade Curricular integrada no 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, e condição obrigatória para a admissão da mestranda à prova pública, último requisito
para a obtenção do grau de mestre e a habilitação para a docência, segundo o perfil de saída
do Mestrado que frequenta. O principal objetivo deste relatório é refletir sobre a Prática de
Ensino Supervisionada, abrangendo os contextos educativos em que a mestranda se inseriu,
bem como as turmas em que concretizou as suas práticas e ainda a reflexão acerca Ensino e
do Ser Professor no século XXI, contemplando os desafios inerentes à prática, nomeadamente
do Professor enquanto Investigador. Este documento pretende espelhar os conhecimentos
científico, pedagógico, do contexto e tecnológico (Shulman, 1986; Mishra & Koehler, 2006)
adquiridos ao longo não só do Mestrado, mas também de todo o percurso académico, social
e pessoal da mestranda, bem como integrar uma reflexão fundamentada científica e
pedagogicamente sobre a prática pedagógica desenvolvida nos contextos de Estágio, no
âmbito dos 1.º e 2.º Ciclos do Ensino Básico, destacando a observação enquanto meio de
aprendizagem (Estrela, 1990). O tema agregador da PES foi o desenvolvimento de
competências de compreensão na Leitura e comunicativas, transversais a diferentes domínios
e áreas do saber, procurando a diversificação e experimentação de diferentes metodologias,
nas várias componentes curriculares. No âmbito da investigação, o projeto educativo foi
construído para o 1.º CEB, com vista ao desenvolvimento de competências de leitura por meio
da poesia ligadas à competência comunicativa em diferentes componentes do currículo,
partindo da metodologia de Investigação-Ação (Bogdan & Biklen, 1994; Coutinho C. P., 2013;
Silva & Lopes, 2015b).
This Report constitutes an element of evaluation for the Supervised Teaching Practice Course, Course Unit integrated in the Master in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic education, and a mandatory condition for the admission of the master's student to the public exam, the last requirement for obtaining the master's degree and qualification for teaching, according to the profile of the Master's degree he attends. The main objective of this report is to reflect on the Supervised Teaching Practice, covering the educational contexts in which the Master's student was inserted, as well as the classes in which she implemented her practices and also the reflection on Teaching and Being a Teacher in the 21st century, contemplating the challenges inherent to the practice, namely of the Professor as a Researcher. This document aims to mirror scientific, pedagogical, contextual and technological knowledge (Shulman, 1986; Mishra & Koehler, 2006) acquired not only during the Master's Degree, but also throughout the academic, social and personal path of the Master's student, as well as integrating a scientifically and pedagogically based reflection on the pedagogical practice developed in the Internship contexts, within the scope of the 1st and 2nd. º Basic Education Cycles, highlighting observation as a means of learning (Estrela, 1990). The aggregating theme of PES was the development of reading comprehension and communicative skills, transversal to different domains and areas of knowledge, seeking the diversification and experimentation of different methodologies, in the various curricular components. In the scope of research, the educational project was built for the 1st CEB, with a view to developing reading skills through poetry linked to communicative competence in different components of the curriculum, based on the Research-Action methodology (Bogdan & Biklen, 1994; Coutinho C. P., 2013; Silva & Lopes, 2015b).
This Report constitutes an element of evaluation for the Supervised Teaching Practice Course, Course Unit integrated in the Master in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic education, and a mandatory condition for the admission of the master's student to the public exam, the last requirement for obtaining the master's degree and qualification for teaching, according to the profile of the Master's degree he attends. The main objective of this report is to reflect on the Supervised Teaching Practice, covering the educational contexts in which the Master's student was inserted, as well as the classes in which she implemented her practices and also the reflection on Teaching and Being a Teacher in the 21st century, contemplating the challenges inherent to the practice, namely of the Professor as a Researcher. This document aims to mirror scientific, pedagogical, contextual and technological knowledge (Shulman, 1986; Mishra & Koehler, 2006) acquired not only during the Master's Degree, but also throughout the academic, social and personal path of the Master's student, as well as integrating a scientifically and pedagogically based reflection on the pedagogical practice developed in the Internship contexts, within the scope of the 1st and 2nd. º Basic Education Cycles, highlighting observation as a means of learning (Estrela, 1990). The aggregating theme of PES was the development of reading comprehension and communicative skills, transversal to different domains and areas of knowledge, seeking the diversification and experimentation of different methodologies, in the various curricular components. In the scope of research, the educational project was built for the 1st CEB, with a view to developing reading skills through poetry linked to communicative competence in different components of the curriculum, based on the Research-Action methodology (Bogdan & Biklen, 1994; Coutinho C. P., 2013; Silva & Lopes, 2015b).
Description
Keywords
Professor-Investigador Metodologias de Ensino Transversalidade da Língua Materna Compreensão na Leitura e Competências comunicativas Researcher-Teacher Teaching Methodologies Transversality of the Mother Language Reading Comprehension and Communicative Skills
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação