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Abstract(s)
O presente relatório final retrata o trabalho desenvolvido no âmbito do estágio integrado na unidade curricular Prática de Ensino Supervisionada do curso de mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico e destina-se à obtenção do grau de mestre. Este estágio desenvolveu-se em três instituições de ensino distintas, com grupos diversificados: numa turma de 4.º ano do Centro Escolar da Sé (que pertence ao Agrupamento de Escolas Emídio Garcia), numa turma de 5.º ano da Escola Paulo Quintela (que pertence ao mesmo agrupamento) e numa turma de 6.º ano da Escola Augusto Moreno (que pertence ao Agrupamento de Escolas Abade Baçal).
A temática central deste relatório o jogo como estratégia de ensino/aprendizagem, , surgiu da necessidade de proporcionar aos alunos experiências de ensino/aprendizagem diversificadas e que os fizessem sair da rotina e da luta diária contra o tempo vivida nas escolas, sobretudo nos anos em que se realizam provas nacionais. Na realização deste trabalho adotei uma postura reflexiva no sentido de melhorar a minha prática. No 1.º ciclo planeei e implementei uma sequencia de sessões de ensino/aprendizagem cujo fio condutor, nas diversas áreas, foi o tema de Estudo do Meio “À Descoberta do Meio Natural: os astros”; já no 2.º ciclo adotei o jogo como estratégia metodológica na maioria das áreas. Todas estas opções foram tomadas, como já referi, no sentido de diversificar estratégias e recursos, motivando os alunos, dinamizando as aulas e promovendo um ensino que permita que todos, sem exceção, realizem aprendizagens.
This final report covers the work carried out under the integrated stage in the discipline of Supervised Teaching Practice of the Master's degree in Education 1st and 2nd cycle of basic education course and is designed to obtain a master's degree. This stage developed into three distinct educational institutions: a class of 4th year of the Centro Escolar da Sé (which belongs to the group of schools Emidio Garcia), a class of 5th grade of the School Paulo Quintela (which belongs to same group of schools) and a class of 6 year of Augusto Moreno School (which belongs to the group of Schools Abade Baçal). The theme of this report, the game as a strategy of teaching/ learning, arose from a need to provide students with diverse experiences of teaching/learning that lead them out of the routine and of the daily fight against time lived in schools, especialy in the classes where nacional proves are made. In this work I adopted a reflective posture to improve my practice. In the 1st cycle I planned and implemented a sequence of teaching sessions whose common thread, in the several areas, was the subject of Environmental Studies “Discovering the Natural Environment: the stars"; already in the 2nd cycle I adopted the game as a methodological strategy in most areas. All these options have been taken, as I mentioned, to diversify strategies and resources, motivating students, stimulating classes and promoting education that allows all, without exception, undertake learning.
This final report covers the work carried out under the integrated stage in the discipline of Supervised Teaching Practice of the Master's degree in Education 1st and 2nd cycle of basic education course and is designed to obtain a master's degree. This stage developed into three distinct educational institutions: a class of 4th year of the Centro Escolar da Sé (which belongs to the group of schools Emidio Garcia), a class of 5th grade of the School Paulo Quintela (which belongs to same group of schools) and a class of 6 year of Augusto Moreno School (which belongs to the group of Schools Abade Baçal). The theme of this report, the game as a strategy of teaching/ learning, arose from a need to provide students with diverse experiences of teaching/learning that lead them out of the routine and of the daily fight against time lived in schools, especialy in the classes where nacional proves are made. In this work I adopted a reflective posture to improve my practice. In the 1st cycle I planned and implemented a sequence of teaching sessions whose common thread, in the several areas, was the subject of Environmental Studies “Discovering the Natural Environment: the stars"; already in the 2nd cycle I adopted the game as a methodological strategy in most areas. All these options have been taken, as I mentioned, to diversify strategies and resources, motivating students, stimulating classes and promoting education that allows all, without exception, undertake learning.