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O presente relatório final de estágio foi realizado no âmbito da unidade curricular
Prática de Ensino Supervisionada (PES), integrada no Mestrado em Ensino do 1.º Ciclo
do Ensino Básico e Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico. A PES
decorreu em dois contextos distintos, no 1.º Ciclo do Ensino Básico e no 2.º Ciclo do
Ensino Básico nas áreas de Matemática e das Ciências Naturais.
As experiências de ensino aprendizagem aqui apresentadas, foram pensadas numa
perspetiva de articulação curricular, em que os interesses e necessidades dos alunos bem
como os seus ritmos de aprendizagem, foram contemplados. Estas experiências de ensino
e aprendizagem traduzem-se num processo descritivo, interpretativo e reflexivo,
enquadrado numa abordagem qualitativa. É importante salientar que, ao longo da prática
educativa, adotamos uma atitude reflexiva e crítica face ao trabalho desenvolvido. No
decorrer da prática, as atividades que desenvolvemos foram pensadas no sentido de
darmos resposta à questão problema: Quais as vantagens da utilização dos jogos como
uma estratégia de ensino e aprendizagem? Por forma a dar resposta a esta questão
delineamos os seguintes objetivos: (i) desenvolver atividades com recurso ao jogo como
estratégias de ensino e aprendizagem; (ii) analisar as vantagens da utilização dos jogos
em contexto de sala de aula (iii) analisar e refletir sobre as nossas práticas com recurso
ao jogo. Como instrumento de recolha de dados recorremos às notas de campo e registos
fotográficos. Devido à situação pandémica que vivenciamos neste período não nos foi
possível implementar todos os instrumentos de recolha de dados previstos,
nomeadamente as entrevistas, tendo suportado a nossa análise nas notas de campo e os
registos fotográficos. Os dados recolhidos permitem perceber as vantagens da utilização
dos jogos em contexto de sala de aula, quando estes são bem integrados e
contextualizados. Concluímos que a aprendizagem através desta estratégia de ensino
aprendizagem deve ser pensada e orientada para o grupo de trabalho que temos e é
importante compreender as suas limitações, sendo crucial que o professor tenha a
capacidade de interromper a atividade quando está perde o seu valor educacional.
This final internship report was carried out as part of the Supervised Teaching Practice (SEP) course, which is part of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Maths and Natural Sciences in the 2nd Cycle of Basic Education. The SEP took place in two different contexts, in the 1st Cycle of Basic Education and the 2nd Cycle of Basic Education in the areas of Maths and Natural Sciences. The teaching and learning experiences presented here were conceived from the perspective of curriculum articulation, in which the interests and needs of the students, as well as their learning pace, were taken into account. These teaching and learning experiences translate into a descriptive, interpretative and reflective process, framed within a qualitative approach. It is important to emphasise that, throughout the educational practice, we adopted a reflective and critical attitude towards the work carried out. In the course of the practice, the activities we developed were designed to answer the problem question: What are the advantages of using games as a teaching and learning strategy? In order to answer this question, we outlined the following objectives: (i) to develop activities using games as teaching and learning strategies; (ii) to analyse the advantages of using games in the classroom; (iii) to analyse and reflect on our practices using games. As a data collection tool, we used field notes and photographic records. Due to the pandemic situation we experienced during this period, we were unable to implement all of the planned data collection instruments, namely interviews, but we based our analysis on field notes and photographic records. The data collected shows the advantages of using games in the classroom when they are well integrated and contextualised. We conclude that learning through this teaching-learning strategy must be thought out and orientated towards the working group we have and it is important to understand its limitations, and it is crucial that the teacher has the ability to interrupt the activity when it loses its educational value.
This final internship report was carried out as part of the Supervised Teaching Practice (SEP) course, which is part of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Maths and Natural Sciences in the 2nd Cycle of Basic Education. The SEP took place in two different contexts, in the 1st Cycle of Basic Education and the 2nd Cycle of Basic Education in the areas of Maths and Natural Sciences. The teaching and learning experiences presented here were conceived from the perspective of curriculum articulation, in which the interests and needs of the students, as well as their learning pace, were taken into account. These teaching and learning experiences translate into a descriptive, interpretative and reflective process, framed within a qualitative approach. It is important to emphasise that, throughout the educational practice, we adopted a reflective and critical attitude towards the work carried out. In the course of the practice, the activities we developed were designed to answer the problem question: What are the advantages of using games as a teaching and learning strategy? In order to answer this question, we outlined the following objectives: (i) to develop activities using games as teaching and learning strategies; (ii) to analyse the advantages of using games in the classroom; (iii) to analyse and reflect on our practices using games. As a data collection tool, we used field notes and photographic records. Due to the pandemic situation we experienced during this period, we were unable to implement all of the planned data collection instruments, namely interviews, but we based our analysis on field notes and photographic records. The data collected shows the advantages of using games in the classroom when they are well integrated and contextualised. We conclude that learning through this teaching-learning strategy must be thought out and orientated towards the working group we have and it is important to understand its limitations, and it is crucial that the teacher has the ability to interrupt the activity when it loses its educational value.
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Keywords
Prática de Ensino Supervisionada Conceções dos alunos Jogo Estratégia de ensino aprendizagem 1.º Ciclo do Ensino Básico e Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico