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Abstract(s)
O presente Relatório de Estágio (RE) surge no âmbito da unidade curricular de Prática de Ensino
Supervisionada, integrada no plano de estudos do Mestrado em Ensino do 1º Ciclo do Ensino
Básico (CEB) e de Matemática e Ciências Naturais no 2º CEB. A redação do relatório visa
fundamentar, analisar, investigar e refletir criticamente toda a ação pedagógica realizada no
decorrer do ano letivo 2021/2022, através da mobilização de diferentes pressupostos teóricos e
legais, bem como de conhecimentos científicos, didáticos e pedagógicos que orientam a prática
educativa.
O documento integra duas dimensões: uma delas relativa ao desempenho profissional da
mestranda nos ciclos de ensino - 1º CEB e 2º CEB - com os quais contactou em contexto de
estágio e a outra relacionada com a componente investigativa.
Ao longo da PES, a investigação-ação sustentou todo o trabalho desenvolvido, mostrando-se
imprescindível percorrer as fases inerentes a esta metodologia: observação, planificação, ação e
reflexão. A par desta postura investigativa e reflexiva, a mestranda procurou adotar práticas
pedagógicas construtivistas e contextualizadas, promotoras de aprendizagens significativas e do
desenvolvimento holístico dos alunos.
Na componente investigativa, levada a cabo pela mestranda e na qual participaram quatro turmas
de diferentes anos de escolaridade, do 3º ao 6º ano, procurou-se averiguar em que medida o ano
de escolaridade influencia as estratégias, ao nível das representações, utilizadas pelos alunos na
resolução de problemas. Esta atividade revela-se fundamental no ensino e aprendizagem da
matemática, visto que, "permite aprender de uma forma activa, ajuda os alunos a construírem
conhecimento matemático novo e também a testar os seus conhecimentos sobre os diversos
temas de ensino" (Boavida et ai., 2008, p. 33), contribuindo assim para o seu desenvolvimento
integral.
This lnternship Report (IR) was held within the Supervised Teaching Practice curricular unit, which is part of the Master's degree programme of 151 Cycle of Basic Education (CBE) and of the 2nd CBE in Mathematics and Natural Sciences. This essay aims to substantiate, analyse, investigate and critically reflect on ali the pedagogical action carried out during the school year 2021/2022, by mobilising different theoretical and legal assumptions, as well as scientific, didactic and pedagogical knowledge that guides educational practice. The document has two dimensions: one relating to the master's student's professional performance in the teaching cycles -151 and 2nd CBE- with which the student had contact during the internship, and the other relating to the research component. Throughout the Supervised Teaching Practice (STP), action-research underpinned ali the work carried out, and it was essential to go through the phases inherent to this methodology: observation, planning, action and reflection. Alongside this investigative and reflective approach, the master's student sought to adopt constructivist and contextualised pedagogical practices that pro mote meaningfullearning and the holistic development of students. ln the the research component carried out by the master's student, four classes from different years of schooling participated - from 3rd to 61h grade. The aim of this research was to find out to what extent the year of schooling influences the strategies, in terms of representations, used by the students when solving problems. This activity proves to be fundamental in the teaching and learning of maths, as it "enables active learning, helps students to construct new mathematical knowledge and ais o to test their knowledge of the various teaching topics" (Boavida et ai., 2008, p. 33), thus contributing to their all-round development.
This lnternship Report (IR) was held within the Supervised Teaching Practice curricular unit, which is part of the Master's degree programme of 151 Cycle of Basic Education (CBE) and of the 2nd CBE in Mathematics and Natural Sciences. This essay aims to substantiate, analyse, investigate and critically reflect on ali the pedagogical action carried out during the school year 2021/2022, by mobilising different theoretical and legal assumptions, as well as scientific, didactic and pedagogical knowledge that guides educational practice. The document has two dimensions: one relating to the master's student's professional performance in the teaching cycles -151 and 2nd CBE- with which the student had contact during the internship, and the other relating to the research component. Throughout the Supervised Teaching Practice (STP), action-research underpinned ali the work carried out, and it was essential to go through the phases inherent to this methodology: observation, planning, action and reflection. Alongside this investigative and reflective approach, the master's student sought to adopt constructivist and contextualised pedagogical practices that pro mote meaningfullearning and the holistic development of students. ln the the research component carried out by the master's student, four classes from different years of schooling participated - from 3rd to 61h grade. The aim of this research was to find out to what extent the year of schooling influences the strategies, in terms of representations, used by the students when solving problems. This activity proves to be fundamental in the teaching and learning of maths, as it "enables active learning, helps students to construct new mathematical knowledge and ais o to test their knowledge of the various teaching topics" (Boavida et ai., 2008, p. 33), thus contributing to their all-round development.
Description
Keywords
Prática de ensino supervisionada Reflexão lnvestigação-ação Resolução de problemas Supervised teaching practice Reflection Action-Research Problem-solving
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação