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Abstract(s)
O presente Relatório Final de Estágio (RFE) foi desenvolvido no âmbito da unidade
curricular Prática de Ensino Supervisionada (PES), integrada no plano de estudos do
Mestrado em ensino do 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências
Naturais no 2.º CEB. Este relatório dá a conhecer práticas de intervenção e de
investigação desenvolvidas no estágio no 1.º CEB com alunos do 2.º ano de escolaridade
em todas as áreas curriculares e no 2.º CEB com alunos do 6.º ano de escolaridade nas
áreas curriculares de Matemática e de Ciências Naturais, que decorreu no ano letivo de
2020-2021, em duas escolas públicas do distrito de Bragança. O trabalho desenvolvido
no âmbito da PES assumiu os trabalhos para casa (TPC) como tema integrador, dada a
sua grande presença e utilização no processo de ensino e aprendizagem desde há muito
tempo, e concretizou experiências de ensino e aprendizagem que valorizaram práticas de
integração dos TPC no trabalho desenvolvido. Para isso, a PES foi enquadrada pela
questão-problema: “De que forma os TPC são realizados e valorizados pelos alunos?” e
orientada para dois objetivos: (i) explicitar práticas de integração dos TPC desenvolvidas
na atividade escolar; e (ii) analisar perceções de alunos do ensino básico sobre os TPC.
Assumiu-se uma abordagem metodológica de natureza qualitativa. Os dados foram
recolhidos e analisados com recurso à observação participante, à recolha documental e à
análise de conteúdo, apoiando-se num questionário e em notas de campo. Os alunos
trabalharam, no desenvolvimento da sua atividade escolar, diversas práticas de TPC,
como complementar/completar o trabalho em sala de aula, aplicar/consolidar os
conhecimentos ou conectar com situações do contexto ou do quotidiano. Os alunos
participantes reconhecem que os TPC são (muito) importantes no processo de ensino e
aprendizagem, quer pela implicação que têm na classificação final das disciplinas, quer
por permitirem consolidar os conhecimentos e melhorar as aprendizagens, quer, ainda,
por desenvolverem a autonomia e incentivarem o estudo e promoverem métodos de
trabalho, embora possam condicionar a gestão do seu tempo fora da escola.
This Final Internship Report (RFE) was developed as part of the Supervised Teaching Practice (PES) curricular unit, which is part of the Master's degree syllabus for teaching the 1st Cycle of Basic Education (CEB) and Mathematics and Natural Sciences in the 2nd CEB. This report presents the intervention and research practices developed during the internship in the 1st Cycle of Basic Education (CEB) with 2nd year students in all curricular areas and in the 2nd Cycle of Basic Education (CEB) with 6th year students in the curricular areas of Mathematics and Natural Sciences, which took place in the 2020- 2021 school year, in two public schools in the district of Bragança. The work carried out as part of the PES took homework (TPC) as an integrating theme, given its widespread presence and use in the teaching and learning process for a long time, and implemented teaching and learning experiences that valued the practice of homework. In order to do this, PES was framed by the problem question: "How is homework carried out and valued by students?" and focused on two objectives: (i) to explain practices for integrating homework into school activity; and (ii) to analyze elementary school students perceptions of homework. A qualitative methodological approach was adopted. The data was collected and analyzed using participant observation, document collection and content analysis, based on a questionnaire and field notes. The students worked on various homework practices, such as complementing/completing classroom work, applying/consolidating knowledge or connecting with contextual or everyday situations. The participant students recognize that homework is (very) important in the teaching and learning process, both because of the implication it has on the final classification of the subjects and because it allows them to consolidate knowledge, improve learning, develop autonomy and encourage study and working methods, although it can condition the management of their time outside of school.
This Final Internship Report (RFE) was developed as part of the Supervised Teaching Practice (PES) curricular unit, which is part of the Master's degree syllabus for teaching the 1st Cycle of Basic Education (CEB) and Mathematics and Natural Sciences in the 2nd CEB. This report presents the intervention and research practices developed during the internship in the 1st Cycle of Basic Education (CEB) with 2nd year students in all curricular areas and in the 2nd Cycle of Basic Education (CEB) with 6th year students in the curricular areas of Mathematics and Natural Sciences, which took place in the 2020- 2021 school year, in two public schools in the district of Bragança. The work carried out as part of the PES took homework (TPC) as an integrating theme, given its widespread presence and use in the teaching and learning process for a long time, and implemented teaching and learning experiences that valued the practice of homework. In order to do this, PES was framed by the problem question: "How is homework carried out and valued by students?" and focused on two objectives: (i) to explain practices for integrating homework into school activity; and (ii) to analyze elementary school students perceptions of homework. A qualitative methodological approach was adopted. The data was collected and analyzed using participant observation, document collection and content analysis, based on a questionnaire and field notes. The students worked on various homework practices, such as complementing/completing classroom work, applying/consolidating knowledge or connecting with contextual or everyday situations. The participant students recognize that homework is (very) important in the teaching and learning process, both because of the implication it has on the final classification of the subjects and because it allows them to consolidate knowledge, improve learning, develop autonomy and encourage study and working methods, although it can condition the management of their time outside of school.
Description
Keywords
Aprendizagem Trabalhos para casa Perceções dos alunos Ensino básico Prática de ensino supervisionada