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Abstract(s)
O presente relatório foi desenvolvido no âmbito da Prática de Ensino Supervisionada, 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, durante o ano letivo 2021/2023. O estágio foi realizado em dois
agrupamentos de escola da cidade de Bragança, três turmas diferentes, uma do 4.º ano de
escolaridade, e duas de 6.º ano, neste caso, nas disciplinas de Matemática e Ciências Naturais.
Este relatório tem como tema integrador a complementaridade entre a Avaliação formativa e
Educação para a cidadania, tendo sido definidas três grandes questões de investigação,
desdobrado as duas primeiras em questões mais específicas: 1. Historicamente como evoluiu
o conceito de avaliação formativa? 1.1. Quais são os aspetos fundamentais numa avaliação
formativa, segundo a literatura de referência? 1.2. O que dizem os documentos oficiais? 2.
Historicamente como evoluiu o conceito de Cidadania? 2.1. Quais são os aspetos
fundamentais na educação para a cidadania, segundo a literatura de referência? 2.2. O que
dizem os documentos oficiais? 3. As práticas de sala de aula articulam a avaliação formativa
e a educação para a cidadania? De que forma (estratégias, dificuldades, aprendizagens)?
Durante o período do estágio, reconheci a importância de destacar a avaliação formativa, de
forma a permitir que o aluno regulasse a sua própria aprendizagem e, ao mesmo tempo,
possibilitar-me melhorar o ensino. Dessa forma, uma das minhas finalidades foi integrar
constantemente essa modalidade de avaliação no processo de ensino e aprendizagem que
desenvolvi, baseada na observação direta e no registo das produções dos alunos durante as
atividades. Foi também meu propósito realçar a importância da Educação para a Cidadania,
reconhecendo-lhe a relevância para o desenvolvimento de conhecimentos e competências
pessoais e sociais, nomeadamente nos alunos mais jovens.
Neste relatório apresento uma parte do trabalho que realizei em sala de aula, assim como
algumas das reflexões que esse trabalho desencadeou, encarando a reflexão como uma forma
de investigação e de desenvolvimento profissional. Assim, este trabalho possui caraterísticas
de uma investigação centrada na prática, uma vez que esta foi o foco de todo o processo
investigativo.
Relatório final da prática de ensino supervisionada
v
Pude verificar que as práticas de sala de aula desenvolvidas articulam práticas de avaliação
formativa e práticas de educação para a cidadania. Na Experiência de Ensino Aprendizagem
do 1.º Ciclo do Ensino Básico (1.º CEB) e em Matemática e Ciências Naturais do 2.º Ciclo
do Ensino Básico (2.º CEB) desenvolvidas estiveram sempre presentes a verificação dos
conhecimentos prévios dos alunos, a definição de critérios de avaliação, o fornecimento de
feedback aos alunos, a diversificação de instrumentos de recolha de informação. Recorri a
meios audiovisuais, tais como apresentações em PowerPoint e vídeos, bem como à realização
de atividades práticas/experimentais e a debates, para abordar os conteúdos programáticos e
desenvolver competências, estimulando, assim, a atenção, a motivação e a participação dos
alunos. Igualmente, em todas as Experiências de ensino e aprendizagem valorizei o
questionamento, individualmente e em grande grupo, dando aos alunos espaço para
refletirem e expressarem as próprias ideias sobre si mesmos, com o intuito de cultivar
competências essenciais tais como: realizar as atividades/tarefas de forma autónoma,
responsável e criativa; adaptar‐se a novas situações/tarefas para a sua formação; respeitar as
regras de convivência cívica e democrática; demonstrar capacidade para ouvir, interagir,
argumentar, negociar e aceitar diferentes pontos de vista, ganhando novas formas de estar,
olhar e participar na sociedade e demonstrar capacidade de adequar comportamentos em
contextos de cooperação, partilha, colaboração e competição como cidadãos responsáveis no
futuro.
This report was developed within the scope of Supervised Teaching Practice, in the context of the master’s degree in teaching in the 1st Cycle of Basic Education and in Maths and Natural Sciences in the 2nd Cycle of Basic Education, at the School of Education of the Polytechnic Institute of Bragança, during the 2021/2023 academic year. The internship was carried out in two school groups in the city of Bragança, three different classes, one from the 4th year of schooling, and two from the 6th year, in this case, in the subjects of Maths and Natural Sciences. This report has as its overarching theme the complementarity between formative assessment and citizenship education. Three main research questions were defined, the first two of which were broken down into more specific questions: 1. Historically, how has the concept of formative assessment evolved? 1.1. What are the fundamental aspects of formative assessment, according to the reference literature? 1.2. What do official documents say? 2. Historically, how has the concept of citizenship evolved? 2.1. What are the fundamental aspects of citizenship education, according to the reference literature? 2.2. What do official documents say? 3) Do classroom practices articulate formative assessment and citizenship education? In what way (strategies, difficulties, learning)? During my internship, I recognised the importance of highlighting formative assessment in order to allow students to regulate their own learning and, at the same time, enable me to improve my teaching. As such, one of my aims was to constantly integrate this form of assessment into the teaching and learning process I developed, based on direct observation and recording the students' output during the activities. I also wanted to highlight the importance of Citizenship Education, recognising its relevance to the development of personal and social knowledge and skills, particularly among younger students. In this report I present some of the work I did in the classroom, as well as some of the reflections that this work triggered, seeing reflection as a form of research and professional development. As such, this work has the characteristics of research centred on practice, since this was the focus of the entire research process. I was able to see that the classroom practices developed articulate formative assessment practices and citizenship education practices. In the Teaching and Learning Experience in the Relatório final da prática de ensino supervisionada vii 1st Cycle of Basic Education (1st CEB) and in Maths and Natural Sciences in the 2nd Cycle of Basic Education (2nd CEB), I always checked students' prior knowledge, defined assessment criteria, provided feedback to students and diversified information-gathering tools. I used audiovisual media, such as PowerPoint presentations and videos, as well as practical/experimental activities and debates, to address the programme content and develop skills, thus stimulating students' attention, motivation, and participation. Likewise, in all the teaching and learning experiences I valued questioning, both individually and in large groups, giving students space to reflect and express their own ideas about themselves, with the aim of cultivating essential skills such as: carrying out activities/tasks autonomously, responsibly and creatively; adapting to new situations/tasks for their training; respecting the rules of civic and democratic coexistence; demonstrating the ability to listen, interact, argue, negotiate and accept different points of view, gaining new ways of being, looking at and participating in society and demonstrating the ability to adapt behaviour in contexts of cooperation, sharing, collaboration and competition as responsible citizens in the future.
This report was developed within the scope of Supervised Teaching Practice, in the context of the master’s degree in teaching in the 1st Cycle of Basic Education and in Maths and Natural Sciences in the 2nd Cycle of Basic Education, at the School of Education of the Polytechnic Institute of Bragança, during the 2021/2023 academic year. The internship was carried out in two school groups in the city of Bragança, three different classes, one from the 4th year of schooling, and two from the 6th year, in this case, in the subjects of Maths and Natural Sciences. This report has as its overarching theme the complementarity between formative assessment and citizenship education. Three main research questions were defined, the first two of which were broken down into more specific questions: 1. Historically, how has the concept of formative assessment evolved? 1.1. What are the fundamental aspects of formative assessment, according to the reference literature? 1.2. What do official documents say? 2. Historically, how has the concept of citizenship evolved? 2.1. What are the fundamental aspects of citizenship education, according to the reference literature? 2.2. What do official documents say? 3) Do classroom practices articulate formative assessment and citizenship education? In what way (strategies, difficulties, learning)? During my internship, I recognised the importance of highlighting formative assessment in order to allow students to regulate their own learning and, at the same time, enable me to improve my teaching. As such, one of my aims was to constantly integrate this form of assessment into the teaching and learning process I developed, based on direct observation and recording the students' output during the activities. I also wanted to highlight the importance of Citizenship Education, recognising its relevance to the development of personal and social knowledge and skills, particularly among younger students. In this report I present some of the work I did in the classroom, as well as some of the reflections that this work triggered, seeing reflection as a form of research and professional development. As such, this work has the characteristics of research centred on practice, since this was the focus of the entire research process. I was able to see that the classroom practices developed articulate formative assessment practices and citizenship education practices. In the Teaching and Learning Experience in the Relatório final da prática de ensino supervisionada vii 1st Cycle of Basic Education (1st CEB) and in Maths and Natural Sciences in the 2nd Cycle of Basic Education (2nd CEB), I always checked students' prior knowledge, defined assessment criteria, provided feedback to students and diversified information-gathering tools. I used audiovisual media, such as PowerPoint presentations and videos, as well as practical/experimental activities and debates, to address the programme content and develop skills, thus stimulating students' attention, motivation, and participation. Likewise, in all the teaching and learning experiences I valued questioning, both individually and in large groups, giving students space to reflect and express their own ideas about themselves, with the aim of cultivating essential skills such as: carrying out activities/tasks autonomously, responsibly and creatively; adapting to new situations/tasks for their training; respecting the rules of civic and democratic coexistence; demonstrating the ability to listen, interact, argue, negotiate and accept different points of view, gaining new ways of being, looking at and participating in society and demonstrating the ability to adapt behaviour in contexts of cooperation, sharing, collaboration and competition as responsible citizens in the future.
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Keywords
Avaliação formativa Cidadania Prática de ensino supervisionada Reflexão