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Prática de ensino Supervisionada – Recursos educativos digitais
| Name: | Description: | Size: | Format: | |
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| 5.05 MB | Adobe PDF |
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Abstract(s)
O presente relatório final de estágio integra-se no âmbito da Prática de Ensino Supervisionada do Mestrado em Ensino do 1º Ciclo do Ensino Básico e de Matemática e Ciências Naturais do 2º Ciclo do Ensino Básico, na Escola Superior de Educação de Bragança.
O principal objetivo consistiu em analisar e implementar o uso de Recursos Educativos Digitais (RED) como instrumentos de apoio ao processo de ensino e aprendizagem, valorizando metodologias ativas, colaborativas e centradas no aluno. O estágio decorreu em contextos do 1º e 2º Ciclo do Ensino Básico, privilegiando a integração dos recursos digitais na prática pedagógica. Procurou-se fomentar a motivação, a curiosidade e a autonomia dos alunos, promovendo competências como o pensamento crítico, o raciocínio computacional e a literacia digital. Para além da prática pedagógica, o relatório articula referenciais teóricos e documentos orientadores nacionais, como as Orientações Curriculares para as TIC, o Perfil dos Alunos à Saída da Escolaridade Obrigatória e as Aprendizagens Essenciais.
A investigação seguiu uma abordagem qualitativa, recorrendo a técnicas como observação participante, análise documental e aplicação de questionários. Os resultados apontam que os RED, quando utilizados de forma intencional e pedagógica, contribuem para a diversificação das estratégias de ensino, aumentando o envolvimento dos alunos e favorecendo aprendizagens mais significativas. Contudo, persistem desafios relacionados com o acesso desigual às tecnologias e com a necessidade de formação contínua dos docentes. Em síntese, o relatório evidencia que os RED constituem um recurso fundamental para responder às exigências da escola contemporânea, promovendo uma educação mais inclusiva, motivadora e ajustada aos desafios do século XXI.
This final internship report was developed within the framework of the Supervised Teaching Practice of the Master’s Degree in Teaching for the 1st Cycle of Basic Education and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education, at the School of Education of Bragança. The main objective was to analyze and implement the use of Digital Educational Resources (DER) as tools to support teaching and learning processes, enhancing active, collaborative, and student-centered methodologies. The internship took place in contexts of both the 1st and 2nd cycles of Basic Education, focusing on the integration of digital technologies into pedagogical practice. It aimed to foster students’ motivation, curiosity, and autonomy, while promoting skills such as critical thinking, computational reasoning, and digital literacy. In addition to pedagogical practice, the report articulates theoretical references and national guiding documents, such as the Curricular Guidelines for ICT, the Student Profile by the End of Compulsory Schooling, and the Essential Learnings framework. The research followed a qualitative approach, using techniques such as participant observation, document analysis, and questionnaires. The results suggest that DER, when used intentionally and pedagogically, contribute to the diversification of teaching strategies, increase student engagement, and foster more meaningful learning. However, challenges remain regarding unequal access to technologies and the need for continuous teacher training. In summary, the report highlights that DER are fundamental resources to meet the demands of contemporary schooling, promoting a more inclusive, motivating, and responsive education aligned with the challenges of the 21st century.
This final internship report was developed within the framework of the Supervised Teaching Practice of the Master’s Degree in Teaching for the 1st Cycle of Basic Education and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education, at the School of Education of Bragança. The main objective was to analyze and implement the use of Digital Educational Resources (DER) as tools to support teaching and learning processes, enhancing active, collaborative, and student-centered methodologies. The internship took place in contexts of both the 1st and 2nd cycles of Basic Education, focusing on the integration of digital technologies into pedagogical practice. It aimed to foster students’ motivation, curiosity, and autonomy, while promoting skills such as critical thinking, computational reasoning, and digital literacy. In addition to pedagogical practice, the report articulates theoretical references and national guiding documents, such as the Curricular Guidelines for ICT, the Student Profile by the End of Compulsory Schooling, and the Essential Learnings framework. The research followed a qualitative approach, using techniques such as participant observation, document analysis, and questionnaires. The results suggest that DER, when used intentionally and pedagogically, contribute to the diversification of teaching strategies, increase student engagement, and foster more meaningful learning. However, challenges remain regarding unequal access to technologies and the need for continuous teacher training. In summary, the report highlights that DER are fundamental resources to meet the demands of contemporary schooling, promoting a more inclusive, motivating, and responsive education aligned with the challenges of the 21st century.
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Keywords
Recursos educativos digitais Tecnologias de informação e comunicação Ensino básico Prática pedagógica Aprendizagem