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Abstract(s)
O presente relatório, realizado no âmbito do curso de Mestrado em Ensino do 1.º e do 2.º Ciclo do Ensino Básico, apresenta o trabalho desenvolvido na unidade curricular de Prática de Ensino Supervisionada, que ocorreu nas seguintes instituições escolares: no Agrupamento de Escolas Augusto Moreno (Português e Ciências), no Agrupamento de Escolas Paulo Quintela (Matemática e História e Geografia de Portugal) e no Centro Escolar da Sé (1.º ciclo), durante o ano letivo de 2012/2013.
Começo por refletir sobre a importância do estágio curricular na formação de professores, e apresento a caracterização dos contextos educativos e das turmas onde desenvolvi a prática pedagógica. Assim, descrevo e analiso algumas das experiências de ensino e de aprendizagem concretizadas nas diferentes áreas curriculares do saber e vividas em contexto de sala de aula, sempre com o intuito de permitir aos alunos o desenvolvimento dos objetivos, das competências e dos descritores de desempenho, visados pelos programas curriculares em vigor. Neste documento, procuro realçar a importância do trabalho prévio necessário e indispensável à realização das atividades pedagógicas, bem como da reflexão posterior que proporciona ao professor o feedback fundamental para o constante aperfeiçoamento do trabalho que desenvolve. Durante a prática educativa as estratégias implementadas tinham como propósito valorizar o aluno como ser ativo na construção do seu conhecimento, através do diálogo, da partilha e da cooperação que foram uma constante no processo de ensino/aprendizagem, como terei a oportunidade de demonstrar ao longo da minha exposição.
Na produção deste trabalho, utilizei uma metodologia descritiva e interpretativa das diferentes situações de aprendizagem, fundamentando a minha atitude reflexiva com a recolha de dados ao longo da prática, que procurei cruzar com as leituras efetuadas na diversa literatura especializada para as diferentes didáticas específicas.
This report is the result of the work performed during the Masters in Teaching in the 1st and 2nd cycle of Basic School, namely in the curricular unit Supervised Teaching Practice. This practice took place in the Augusto Moreno School Grouping for the subjects of Portuguese and Sciences, in the Paulo Quintela School Grouping, for the subjects of Mathematics, History and Portuguese Geography), and in the Sé School Centre (1.º cycle). All these schools are in Bragança and the practice happened in the school year 2012/2013. At the beginning of the report I reflect upon the importance of the curricular internship in the training of teachers and I characterize the educational contexts, as well as the classes where I underwent the practice. Then, I describe some teaching and learning experiences which were performed in the several curricular areas in classroom context. The purpose was to allow students to achieve the development of their objectives, competences and performance results, according to the curricular guidelines in force. Along this document I try to emphasize the importance of the previous and absolutely necessary work done for the pedagogical activities, as well as the consequent reflection which allows the teacher the fundamental feedback in order to permanently perfection its work. During the practice period the strategies employed had the objective of valuing the student as an active being in the construction of his own knowledge, through dialogue, sharing and cooperation. The latter were permanent in the learning and teaching process, as I will have the opportunity to detail during the report. In the writing of the report I used a descriptive and interpretative methodology of the diverse learning situations, thus basing my reflective attitude on the data collected during the teaching practice. I crossed all of this with a thorough reading of the specialized literature for different specific didactics.
This report is the result of the work performed during the Masters in Teaching in the 1st and 2nd cycle of Basic School, namely in the curricular unit Supervised Teaching Practice. This practice took place in the Augusto Moreno School Grouping for the subjects of Portuguese and Sciences, in the Paulo Quintela School Grouping, for the subjects of Mathematics, History and Portuguese Geography), and in the Sé School Centre (1.º cycle). All these schools are in Bragança and the practice happened in the school year 2012/2013. At the beginning of the report I reflect upon the importance of the curricular internship in the training of teachers and I characterize the educational contexts, as well as the classes where I underwent the practice. Then, I describe some teaching and learning experiences which were performed in the several curricular areas in classroom context. The purpose was to allow students to achieve the development of their objectives, competences and performance results, according to the curricular guidelines in force. Along this document I try to emphasize the importance of the previous and absolutely necessary work done for the pedagogical activities, as well as the consequent reflection which allows the teacher the fundamental feedback in order to permanently perfection its work. During the practice period the strategies employed had the objective of valuing the student as an active being in the construction of his own knowledge, through dialogue, sharing and cooperation. The latter were permanent in the learning and teaching process, as I will have the opportunity to detail during the report. In the writing of the report I used a descriptive and interpretative methodology of the diverse learning situations, thus basing my reflective attitude on the data collected during the teaching practice. I crossed all of this with a thorough reading of the specialized literature for different specific didactics.