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Abstract(s)
No âmbito da unidade curricular de Prática de Ensino Supervisionada (PES), inserida no plano de
estudos do 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e em Matemática e
Ciências Naturais no 2.º Ciclo do Ensino Básico (CEB) é proposto a realização do presente
Relatório de Estágio (RE). Com o intuito de refletir sobre a prática pedagógica desenvolvida ao
longo de todo o ano em ambos os contextos, nomeadamente 1.º e 2.º CEB, este documento tem
por base saberes científicos, pedagógicos, didáticos e humanos, sendo, por isso, sustentado por
diferentes pressupostos teóricos e legais. Para além disso, também é possível observar no
documento a diversidade de aprendizagens, desafios, emoções e experiências vividas ao longo
do ano que contribuíram para o enriquecimento e desenvolvimento, não só profissional, mas
também pessoal da mestranda. Na intervenção no contexto educativo foi adotada uma
metodologia com características de investigação-ação, pelo que ocorreu momentos de
observação, planificação, ação e reflexão.
As duas instituições onde foi realizado o estágio pertenciam ao mesmo Agrupamento de Escolas.
A professora estagiária (PE) procurou estabelecer uma boa dinâmica em ambos os contextos,
apostando na diversidade de estratégias e métodos utilizados, tendo sempre o objetivo de
enriquecer os processos de ensino e de aprendizagem. Neste sentido, a mestranda integrou-se
numa turma do 1.º ano, do 1.º CEB, e em duas turmas do 6.º ano de escolaridade, no 2.º CEB, pelo
que são apresentadas intervenções das mesmas nos dois ciclos de ensino, analisando-as
criticamente.
A dimensão investigativa, presente neste RE, centrou-se no estudo da influência do BioBlitz na
escola como forma de descobrir e conhecer a biodiversidade no 1.º CEB.
.
Within the scope of the Supervised Teaching Practice (PES) curricular unit, included in the study plan of the 2nd year of the Master's Degree in Teaching in the 1st Cycle of Basic Education (CEB) and in Mathematics and Natural Sciences in the 2nd Cycle of Basic Education (CEB) It is proposed to carry out this Internship Report (RE). With the intention of reflecting on the pedagogical practice developed throughout the year in both contexts, especially 1st and 2nd CEB, this document is based on scientific, pedagogical, didactic and human knowledge, and is therefore supported by different assumptions theoretical and legal. Furthermore, it is also possible to observe in the document the diversity of learning, challenges, emotions and experiences lived throughout the year that contributed to the enrichment and development, not only professional, but also personal, of the master's student. In the intervention in the educational context, a methodology with action research characteristics was adopted, so that moments of observation, planning, action and reflection occurred. The two institutions where the internship was carried out belonged to the same School Group. The trainee teacher (PE) sought to establish a good dynamic in both contexts, focusing on the diversity of strategies and methods used, always aiming to enrich the teaching and learning processes. In this sense, the master's student joined a 1st year class, from the 1st CEB, and two classes from the 6th year of schooling, in the 2nd CEB, so that their interventions in the two teaching cycles are presented, analyzing them critically. The investigative dimension, present in this RE, focused on studying the influence of BioBlitz on the school as a way of discovering and getting to know biodiversity in the 1st CEB.
.
Within the scope of the Supervised Teaching Practice (PES) curricular unit, included in the study plan of the 2nd year of the Master's Degree in Teaching in the 1st Cycle of Basic Education (CEB) and in Mathematics and Natural Sciences in the 2nd Cycle of Basic Education (CEB) It is proposed to carry out this Internship Report (RE). With the intention of reflecting on the pedagogical practice developed throughout the year in both contexts, especially 1st and 2nd CEB, this document is based on scientific, pedagogical, didactic and human knowledge, and is therefore supported by different assumptions theoretical and legal. Furthermore, it is also possible to observe in the document the diversity of learning, challenges, emotions and experiences lived throughout the year that contributed to the enrichment and development, not only professional, but also personal, of the master's student. In the intervention in the educational context, a methodology with action research characteristics was adopted, so that moments of observation, planning, action and reflection occurred. The two institutions where the internship was carried out belonged to the same School Group. The trainee teacher (PE) sought to establish a good dynamic in both contexts, focusing on the diversity of strategies and methods used, always aiming to enrich the teaching and learning processes. In this sense, the master's student joined a 1st year class, from the 1st CEB, and two classes from the 6th year of schooling, in the 2nd CEB, so that their interventions in the two teaching cycles are presented, analyzing them critically. The investigative dimension, present in this RE, focused on studying the influence of BioBlitz on the school as a way of discovering and getting to know biodiversity in the 1st CEB.
Description
Keywords
Prática de ensino Supervisionada Aprendizagem BioBlitz Ensino Básico Supervised teaching practice Learning BioBlitz Biodiversity