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Advisor(s)
Abstract(s)
Este Relatório Final tem por objetivo apresentar uma reflexão crítica sobre o trabalho desenvolvido
no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES), integrada no Mestrado
em Ensino de Educação Visual e Tecnológica no Ensino Básico, bem como uma investigação sobre
um tema relevante para a Educação Visual e Tecnológica no Ensino Básico.
Na primeira parte, para além da reflexão crítica faz-se uma contextualização e referência às
atividades desenvolvidas ao longo da Prática de Ensino Supervisionada (PES), nomeadamente à
disciplina de Expressão e Educação Plástica (EEP) do 1º Ciclo do Ensino Básico (CEB), à disciplina
de Educação Visual e Tecnológica (EVT) do 2º Ciclo do Ensino Básico (CEB) e no 3º Ciclo, às
disciplinas de Educação Visual (EV) e de Educação Tecnológica (ET).
No que se refere à segunda parte deste relatório, partiu-se de uma ideia relacionada com o percurso
profissional da professora/investigadora. O contacto com o desenho técnico e a engenharia, levou à
observação em contexto de aula, à posterior pesquisa bibliográfica e análise de ideias de autores,
nomeadamente em manuais escolares, que interfere na análise do uso de instrumentos de
desenho, conhecimento dos mesmos e a sua importância no desenho como facilitador dos
processos de aprendizagem dos alunos no âmbito do Ensino Básico.
Nesta sequência é apresentada uma reflexão sobre um plano de unidade implementado numa
instituição educacional, ao longo da prática pedagógica de Educação Visual no 3º ciclo, com vista a
promover e analisar o uso destes instrumentos de desenho. Em seguida apresenta-se uma
investigação recorrendo à metodologia projetual, com identificação de um problema, recolha de
dados, investigação e resultados finais. Os resultados gerais mostram que os alunos, apesar de
terem contacto de trabalho desde muito cedo com estes instrumentos continuam a apresentar
dificuldades na sua utilização.
This final report aims to present a critical reflection on the work done within the course of Supervised Teaching Practice (STP), part of the Master of Visual Education Teaching and Technology in Basic Education as well as a research on a topic relevant for Visual and Technological Education in Basic Education. In the first part, in addition to critical reflection makes it a context and reference to the activities developed during the Supervised Teaching Practice (STP), including the discipline of Expression and Plastic Education (EPE) of the 1st Cycle of Basic Education (CBE), the discipline of Visual Education and Technology (VET) of the 2nd Cycle of Basic Education (CBE) and the 3rd Cycle, the disciplines of Visual Arts (VA) and Technological Education (TE). As regards the second part of this report, it started with an idea related to the career of the teacher / researcher. Contact with the technical design and engineering, it led to the observation in the context of class, the subsequent literature search and analysis of authors of ideas, particularly in textbooks, which interferes with the analysis of the use of design tools, knowledge of them and its importance in the design as a facilitator of student learning processes in the Basic Education. This sequence is presented a reflection on a unit plan implemented an educational institution, along the pedagogical practice of Visual Education in the 3rd cycle, in order to promote and analyze the use of these drawing tools. Then we present an investigation using the architectural design methodology, identifying a problem, data collection, research and final results. The overall results show that students, even though they work contact very early with these instruments continue to have difficulties in their use.
This final report aims to present a critical reflection on the work done within the course of Supervised Teaching Practice (STP), part of the Master of Visual Education Teaching and Technology in Basic Education as well as a research on a topic relevant for Visual and Technological Education in Basic Education. In the first part, in addition to critical reflection makes it a context and reference to the activities developed during the Supervised Teaching Practice (STP), including the discipline of Expression and Plastic Education (EPE) of the 1st Cycle of Basic Education (CBE), the discipline of Visual Education and Technology (VET) of the 2nd Cycle of Basic Education (CBE) and the 3rd Cycle, the disciplines of Visual Arts (VA) and Technological Education (TE). As regards the second part of this report, it started with an idea related to the career of the teacher / researcher. Contact with the technical design and engineering, it led to the observation in the context of class, the subsequent literature search and analysis of authors of ideas, particularly in textbooks, which interferes with the analysis of the use of design tools, knowledge of them and its importance in the design as a facilitator of student learning processes in the Basic Education. This sequence is presented a reflection on a unit plan implemented an educational institution, along the pedagogical practice of Visual Education in the 3rd cycle, in order to promote and analyze the use of these drawing tools. Then we present an investigation using the architectural design methodology, identifying a problem, data collection, research and final results. The overall results show that students, even though they work contact very early with these instruments continue to have difficulties in their use.