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Abstract(s)
Este relatório foi desenvolvido no âmbito da Prática de Ensino Supervisionada
(PES), no contexto do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e em
Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, da Escola Superior de
Educação do Instituto Politécnico de Bragança. O estágio incluído na PES foi realizado
em duas instituições de ensino público da cidade de Bragança, durante o ano letivo de
2021/2022. Ao longo do ano foi desenvolvido um estudo cujo tema integrador era os
manuais escolares e a sua influência nas práticas docentes, com vista a responder às
orientações previstas no Perfil dos Alunos à Saída da Escolaridade Obrigatória
(PASEO), sendo definida a questão de investigação: Qual a articulação dos manuais
escolares com o PASEO e com a prática do professor em formação? Para limitar a
pesquisa, adaptando-a ao contexto da sua realização durante o estágio, delinearam-se dois
objetivos: (i) analisar a articulação dos manuais escolares com o PASEO, nomeadamente
no que diz respeito aos procedimentos metodológicos previstos; e (ii) refletir sobre as
implicações dessa análise nas práticas de planificação e de sala de aula concretizadas pelo
professor em formação. Efetivamente, considerando que os manuais escolares são um dos
recursos pedagógicos mais utilizados, servindo frequentemente de guia para a
estruturação das práticas e das atividades dos alunos, sentimos a necessidade de verificar
o papel desses manuais nas práticas do professor em formação e como podiam contribuir
para que os seus alunos atingissem as aprendizagens pressupostas no PASEO. Assim, no
decorrer do estágio, foi feita a análise das propostas metodológicas dos manuais escolares
e, uma vez confrontadas com as indicações do PASEO, foram adaptadas ou substituídas,
se necessário, na planificação das atividades que foram concretizadas na sala de aula. As
práticas do professor em formação foram, posteriormente, analisadas e refletidas. Assim,
foi desenvolvido um estudo de natureza qualitativa que recorreu à análise documental e
observação dos alunos nas práticas desenvolvidas, registada em notas de campo. Os
resultados do estudo, obtidos a partir da análise e reflexão, mostraram que a utilização
sistemática do manual escolar pode limitar o desenvolvimento das competências previstas
no PASEO e que a introdução de atividades variadas melhora o ambiente da sala de aula
e a motivação dos alunos, que, envolvidos no processo, desenvolvem aprendizagens
significativas e que atravessam um leque alargado de competências.
This final internship report was developed as part of the Supervised Teaching Practice (PES), within the context of the Master's Degree in Teaching in the 1st Cycle of Basic Education and in Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, at the School of Education of the Polytechnic Institute of Bragança. The internship included in the Supervised Teaching Practice was carried out in two public education institutions in the city of Bragança, during the 2021/2022 school year. Over the course of the year, research was carried out on an integrating theme focusing on textbooks and their influence on teaching practices, with a view to responding to the guidelines set out in the Profile of students leaving compulsory schooling (PASEO), with the following research question being defined: What is the articulation of textbooks with the PASEO and with the practice of the teacher in training? In order to limit the research by adapting it to the context of the internship, the following objectives were outlined: (i) to analyse the relationship between the textbooks and the PASEO, particularly with regard to the methodological procedures provided; and (ii) to reflect on the implications of this analysis for the planning and classroom practices carried out by the teacher in training. Effectively, considering that textbooks are one of the most widely used pedagogical resources, often serving as a guide for structuring students' practices and activities, we felt the need to check the role of these textbooks in the practices of trainee teachers and how they could help their students achieve the learning presupposed in PASEO. Thus, during the internship, the methodological proposals in the textbooks were analysed and, once they were compared with the PASEO indications, they were adapted or replaced, if necessary, in the planning of the activities that were carried out in the classroom. The trainee teacher's practices were then analysed and reflected on. Thus, a qualitative study was developed that used documental analysis and observation of the students in the practices carried out, recorded in field notes. The results of the study, obtained from analysis and reflection, showed that the systematic use of the textbook can limit the development of the competences laid down in PASEO and that the introduction of varied activities improves the classroom environment and the motivation of the students, who, involved in the process, develop meaningful learning that covers a wide range of competences.
This final internship report was developed as part of the Supervised Teaching Practice (PES), within the context of the Master's Degree in Teaching in the 1st Cycle of Basic Education and in Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, at the School of Education of the Polytechnic Institute of Bragança. The internship included in the Supervised Teaching Practice was carried out in two public education institutions in the city of Bragança, during the 2021/2022 school year. Over the course of the year, research was carried out on an integrating theme focusing on textbooks and their influence on teaching practices, with a view to responding to the guidelines set out in the Profile of students leaving compulsory schooling (PASEO), with the following research question being defined: What is the articulation of textbooks with the PASEO and with the practice of the teacher in training? In order to limit the research by adapting it to the context of the internship, the following objectives were outlined: (i) to analyse the relationship between the textbooks and the PASEO, particularly with regard to the methodological procedures provided; and (ii) to reflect on the implications of this analysis for the planning and classroom practices carried out by the teacher in training. Effectively, considering that textbooks are one of the most widely used pedagogical resources, often serving as a guide for structuring students' practices and activities, we felt the need to check the role of these textbooks in the practices of trainee teachers and how they could help their students achieve the learning presupposed in PASEO. Thus, during the internship, the methodological proposals in the textbooks were analysed and, once they were compared with the PASEO indications, they were adapted or replaced, if necessary, in the planning of the activities that were carried out in the classroom. The trainee teacher's practices were then analysed and reflected on. Thus, a qualitative study was developed that used documental analysis and observation of the students in the practices carried out, recorded in field notes. The results of the study, obtained from analysis and reflection, showed that the systematic use of the textbook can limit the development of the competences laid down in PASEO and that the introduction of varied activities improves the classroom environment and the motivation of the students, who, involved in the process, develop meaningful learning that covers a wide range of competences.
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Keywords
Manual escolar Perfil dos alunos Prática de ensino supervisionada Reflexão Ensino básico