| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.53 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Com este documento pretende-se apresentar todo o trabalho que foi desenvolvido na unidade curricular Prática de Ensino Supervisionada, ao longo de um ano letivo. Esta unidade curricular, insere-se no programa de Mestrado de Ensino do 1.º e do 2.º Ciclo do Ensino Básico da Escola Superior de Educação de Bragança.
Apresentam-se os contextos onde foi desenvolvida a ação pedagógica. A prática decorreu num agrupamento do concelho de Barcelos; numa primeira fase em contexto do 1.º Ciclo, numa turma de 3.º ano de escolaridade e, num segundo momento, em contexto do 2.º Ciclo, numa turma do 6.º ano de escolaridade.
Apresentam-se também as experiências de ensino-aprendizagem nas várias áreas curriculares, desenvolvidas ao longo da prática com base na planificação, implementação e reflexão acerca das mesmas. Sempre que possível, estas experiências foram enriquecidas com relatos/registos dos alunos e fotografias. A reflexão das experiências é sustentada com a opinião de diversos autores, procurando apoiar as nossas ideias educativas.
A prática pedagógica baseou-se na pedagogia da participação, onde os alunos desempenharam um papel fundamental na aprendizagem e foram agentes ativos na sala de aula.
As considerações finais visam uma retrospetiva do trabalho desenvolvido ao longo da prática pedagógica e o quanto é importante a formação do professor. É nosso desejo que todo o trabalho desenvolvido e todas as apreciações feitas a este relatório contribuam para a construção de futuros docentes no seu processo de evolução nos vários contextos educativos.
With this report I intend to present all the developed work throughout the curricular unit of Supervised Teaching Practice, over the year. This curricular unit is part of the master degree of 1st and 2nd cycle in Basic Education of School of Education of Bragança. It presents all the contexts where the pedagogic action was developed. The practice was developed with a group in Barcelos; in the first phase in the context of 1st cycle, in a class of 3rd grade and, in a second moment, in the context of 2nd cycle, in a class of 6th grade. Then the teaching-learning experiences from the several curricular areas are presented, developed along the practice based on planning, implementation and reflection about them. Whenever possible, these experiences were enriched by reports/records of students and pictures. The reflection of experiences is based on the opinion of several authors, searching back our educative ideas. The pedagogic practice was based on the pedagogic participation, where the students played a fundamental role in learning and were active agents in the classroom. The final considerations aim a retrospective of the developed work over the pedagogic practice e how the training of teachers is important. It is our desire that all the developed work and all the appreciation performed in this report contributes for the construction of future teachers on their evolution process in the several educational contexts.
With this report I intend to present all the developed work throughout the curricular unit of Supervised Teaching Practice, over the year. This curricular unit is part of the master degree of 1st and 2nd cycle in Basic Education of School of Education of Bragança. It presents all the contexts where the pedagogic action was developed. The practice was developed with a group in Barcelos; in the first phase in the context of 1st cycle, in a class of 3rd grade and, in a second moment, in the context of 2nd cycle, in a class of 6th grade. Then the teaching-learning experiences from the several curricular areas are presented, developed along the practice based on planning, implementation and reflection about them. Whenever possible, these experiences were enriched by reports/records of students and pictures. The reflection of experiences is based on the opinion of several authors, searching back our educative ideas. The pedagogic practice was based on the pedagogic participation, where the students played a fundamental role in learning and were active agents in the classroom. The final considerations aim a retrospective of the developed work over the pedagogic practice e how the training of teachers is important. It is our desire that all the developed work and all the appreciation performed in this report contributes for the construction of future teachers on their evolution process in the several educational contexts.