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Abstract(s)
O presente relatório foi desenvolvido no âmbito da Unidade Curricular Prática de Ensino
Supervisionada (PES), inserida no plano de estudos 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.
A PES apresenta como principais finalidades o desenvolvimento de estratégias que promovam a
autonomia do aluno, a utilização de variados recursos, nomeadamente tecnológicos, a adaptação
do ensino às necessidades e características dos alunos, a presença de momentos de reflexão na
ação e pós-ação e, ainda, a realização de um trabalho colaborativo. Assim, este documento
apresenta uma reflexão fundamentada científica e pedagogicamente sobre a prática educativa
nas duas valências deste mestrado.
De igual modo, partindo das dificuldades observadas em contexto, foi implementado um projeto
de investigação na área de Português, numa turma de 6.º ano, que se prendeu com o domínio da
Compreensão. Pretendeu-se, como principal objetivo, evidenciar a influência dos verbos
introdutores das perguntas com o desenvolvimento das competências de compreensão. Neste
sentido, foram realizadas diferentes intervenções no que concerne ao significado dos verbos de
instrução e à sua importância neste domínio, assentes na perspetiva da Taxonomia de Bloom.
The present report was developed under the Curricular Unit of Supervised Teaching Practice (STP), within the Master in Primary School Education and Portuguese and History and Geography of Portugal in 2nd Cycle studies plan. The STP sets, as its main goals, the development of strategies that promote the autonomy of the student, the usage of different resources, namely the technological ones, the teaching adaption to each student characteristics and needs, the presence of reflexion moments in action and afteraction and the existence of a collaborative work. Therefore, this document grants a scientifically and pedagogically substantiated reflexion about the teaching practice in the two valences of this master's degree. Hence, setting from the difficulties observed in the context, it was settled an investigation project in the Portuguese subject, in a 61h grade class, concerning the Comprehension domain. The main goal was to point out the influence of the question verbs with the development of comprehension competences. To doso. many different interventions were made regarding the meaning of the instruction verbs and its importance in this field, based on the perspective of Bloom's Taxonomy.
The present report was developed under the Curricular Unit of Supervised Teaching Practice (STP), within the Master in Primary School Education and Portuguese and History and Geography of Portugal in 2nd Cycle studies plan. The STP sets, as its main goals, the development of strategies that promote the autonomy of the student, the usage of different resources, namely the technological ones, the teaching adaption to each student characteristics and needs, the presence of reflexion moments in action and afteraction and the existence of a collaborative work. Therefore, this document grants a scientifically and pedagogically substantiated reflexion about the teaching practice in the two valences of this master's degree. Hence, setting from the difficulties observed in the context, it was settled an investigation project in the Portuguese subject, in a 61h grade class, concerning the Comprehension domain. The main goal was to point out the influence of the question verbs with the development of comprehension competences. To doso. many different interventions were made regarding the meaning of the instruction verbs and its importance in this field, based on the perspective of Bloom's Taxonomy.
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Keywords
Comprehension Bloom's taxonomy Portuguese Supervised teaching practice Reflexion Compreensão Taxonomia de Bloom Português Prática de ensino supervisionada Reflexão
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação