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Prática de Ensino Supervisionada – O ensino exploratório em contexto de estágio
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O presente relatório final de estágio desenvolveu-se no âmbito da Prática de Ensino Supervisionada do Mestrado em Ensino do 1. ° Ciclo de Ensino Básico e de Matemática e Ciências Naturais no 2. ° Ciclo do Ensino Básico, da Escola Superior de Educação do Instituto Politécnico de Bragança. O estudo apresenta as experiências de ensino aprendizagem desenvolvidas nos contextos de 1. ° CEB, com uma turma de 4.º ano de escolaridade, e do 2.º CEB, em Ciências Naturais e em Matemática, com duas turmas de 5.º ano de escolaridade. O estudo centra-se no tema “O Ensino Exploratório em Contexto de Estágio”, tendo como questão problema “De que modo pode ser trabalhado o ensino exploratório nos contextos de estágio?”, e foi focado nos seguintes objetivos (i) operacionalizar o ensino exploratório nos contextos de estágio e (ii) compreender o desenvolvimento do ensino exploratório nos contextos de estágio.
A investigação seguiu uma abordagem qualitativa, recorrendo à observação participante, à recolha documental, às produções dos alunos e à aplicação de questionários. As informações recolhidas foram analisadas com base em categorias relacionadas com as fases do ensino exploratório, a pertinência das tarefas, o trabalho de grupo, a comunicação e o papel do professor.
Os resultados evidenciam que o ensino exploratório promove aprendizagens mais significativas, aumenta o envolvimento dos alunos e estimula a comunicação, a autonomia e a colaboração.
O ensino exploratório constitui uma metodologia eficaz e motivadora, que valoriza a participação ativa dos alunos e contribui para o desenvolvimento integral das suas competências. O estágio permitiu reforçar a importância de uma prática docente reflexiva, intencional e centrada no aluno, favorecendo a construção de uma identidade profissional mais crítica e consciente.
The present final internship report was developed within the scope of the Supervised Teaching Practice (PES) of the Master’s Degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education (CEB), at the School of Education of the Polytechnic Institute of Bragança. The study presents the teaching and learning experiences (TLE) carried out in the contexts of the 1st CEB, with a 4th-grade class, and the 2nd CEB, in Natural Sciences and Mathematics, with two 5th-grade classes. The study focuses on the theme “Exploratory Teaching in Internship Contexts,” addressing the research question: “How can exploratory teaching be implemented in internship contexts?” and was guided by the following objectives: (i) to operationalize exploratory teaching in internship contexts, and (ii) to understand the development of exploratory teaching in internship contexts. The research followed a qualitative approach, using participant observation, document collection, students’ productions, and questionnaires. The collected information was analyzed based on categories related to the phases of exploratory teaching, the relevance of tasks, group work, communication, and the teacher’s role. The results show that exploratory teaching promotes more meaningful learning, increases students’ engagement, and fosters communication, autonomy, and collaboration. Exploratory teaching proves to be an effective and motivating methodology that values students’ active participation and contributes to the integral development of their skills. The internship reinforced the importance of reflective, intentional, and student-centered teaching practice, supporting the construction of a more critical and aware professional identity.
The present final internship report was developed within the scope of the Supervised Teaching Practice (PES) of the Master’s Degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education (CEB), at the School of Education of the Polytechnic Institute of Bragança. The study presents the teaching and learning experiences (TLE) carried out in the contexts of the 1st CEB, with a 4th-grade class, and the 2nd CEB, in Natural Sciences and Mathematics, with two 5th-grade classes. The study focuses on the theme “Exploratory Teaching in Internship Contexts,” addressing the research question: “How can exploratory teaching be implemented in internship contexts?” and was guided by the following objectives: (i) to operationalize exploratory teaching in internship contexts, and (ii) to understand the development of exploratory teaching in internship contexts. The research followed a qualitative approach, using participant observation, document collection, students’ productions, and questionnaires. The collected information was analyzed based on categories related to the phases of exploratory teaching, the relevance of tasks, group work, communication, and the teacher’s role. The results show that exploratory teaching promotes more meaningful learning, increases students’ engagement, and fosters communication, autonomy, and collaboration. Exploratory teaching proves to be an effective and motivating methodology that values students’ active participation and contributes to the integral development of their skills. The internship reinforced the importance of reflective, intentional, and student-centered teaching practice, supporting the construction of a more critical and aware professional identity.