| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 824.78 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório foi desenvolvido no âmbito da unidade curricular da Prática de
Ensino Supervisionada (PES), do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e
de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico (CEB), da Escola
Superior de Educação de Bragança (ESEB), do Instituto Politécnico de Bragança.
A Prática de Ensino Supervisionada no 1.º e no 2.º CEB decorreu no ano letivo de 2019-
2020, em duas instituições públicas de ensino do distrito de Bragança. Este documento
tem como objetivo descrever e refletir acerca do trabalho realizado ao longo do estágio
profissional nos dois ciclos de ensino. Assim, este relatório contempla experiências de
ensino e aprendizagem (EEA) que consideramos significativas do trabalho desenvolvido
em cada contexto educativo, centrada em atividades com recurso aos materiais
manipuláveis. A prática foi estruturada tendo em consideração a articulação curricular,
em que os interesses e as necessidades dos alunos foram contemplados, bem como os
ritmos de cada um. Para a guiar orientamo-nos pelos documentos oficiais e enquadradores
da prática pedagógica, nomeadamente, os Programas do Ensino Básico referentes a cada
área de conteúdo, bem como as Aprendizagens Essenciais para os 1.º e 2.ºCEB.
É também realizada uma abordagem investigativa acerca dos materiais manipuláveis,
fundamentada teoricamente na revisão da literatura. Os materiais manipuláveis,
integrados em determinadas estratégias (atividades práticas, debates, jogos, trabalhoprojeto,
entre outras) permitem aos alunos uma aprendizagem mais significativa, visto
que nestas idades, os alunos gostam de trabalhar com materiais porque estes tornam as
aulas mais divertidas e os alunos aprendem, fazendo. Com recurso aos materiais
manipuláveis os alunos podem tocar, experimentar e manipular materiais de forma a
tirarem partido de todas as suas potencialidades, diluindo as barreiras entre o abstrato e o
concreto, e integrando-se numa aprendizagem ativa e interativa. Dessa forma definimos
os materiais manipuláveis como o tema integrador das nossas práticas letivas e de
investigação orientadas pela seguinte questão-problema: Qual a opinião dos alunos acerca
da utilização dos materiais manipuláveis, como recurso de ensino e aprendizagem?
Para orientar a resposta a esta questão delineamos os seguintes objetivos: (i) implementar
EEA em que haja espaço para explorar e manusear diversos materiais tendo em conta os
interesses e as necessidades dos alunos; (ii) conhecer a opinião dos alunos sobre a
utilização dos materiais; (iii) destacar e analisar os aspetos que os alunos mais
valorizaram na utilização dos materiais manipuláveis.
O estudo segue uma abordagem qualitativa, com características de investigação sobre a
prática. Para que fosse possível recolhermos a informação para a investigação
selecionamos um conjunto de técnicas e de instrumentos de recolha de dados, tais como
a observação participante, as notas de campo, os registos fotográficos e as produções
escritas dos alunos. Para a análise dos dados recorremos à análise de conteúdo.
Os resultados demonstram que os materiais manipuláveis são valorizados pelos alunos
em contexto educativo. São vistos como facilitadores da aprendizagem, pois estimulam
os alunos na aprendizagem, enquanto se mantêm mais atentos e motivados.
This report was developed in the scope of the Supervised Teaching Practice (PES) Curriculum Unit, of the Master's Degree in teaching in 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education (CEB), the School of Education of Bragança (ESEB), of the Polytechnic Institute of Bragança. The Supervised Teaching Practice in the 1st and 2nd CEB took place in the school year 2019-2020, in two public education institutions of the district of Bragança. This document aims to describe and reflect on the work done throughout the professional internship in the two teaching cycles. Thus, this report contemplates teaching and learning experiences (EEA) that we consider significant of the work developed in each educational context, focused on activities using manipulative materials. The practice was structured taking into account the curricular articulation, in which the interests and needs of the students were contemplated, as well as the rhythms of each one. In order to guide it, we were guided by the official documents and frameworks of the pedagogical practice, namely, the Basic Education Programmes for each content area, as well as the Essential Learning for the 1st and 2ndCEB. An investigative approach is also carried out on the manipulative materials, theoretically based on the literature review. The manipulative materials, integrated in certain strategies (practical activities, debates, games, project work, among others) allow students to learn more meaningfully, since at these ages, students like to work with materials because they make the lessons more fun and students learn by doing. With the use of manipulative materials, students can touch, experiment with and manipulate materials in order to take advantage of their full potential, diluting the barriers between the abstract and the concrete, and integrating themselves into active and interactive learning. In this way we define manipulative materials as the integrating theme of our teaching and research practices guided by the following problem-question: What is the students' opinion about the use of manipulative materials as a teaching and learning resource? To guide the answer to this question we outline the following objectives: (i) to implement EEA in which there is space to explore and handle various materials taking into account students' interests and needs; (ii) to know students' views on the use of materials; (iii) to highlight and analyse those aspects which students have valued most in the use of manipulative materials. The study follows a qualitative approach, with characteristics of research on practice. In order to collect the information for the research, we selected a set of techniques and data collection tools, such as participant observation, field notes, photographic records and written productions of the students. For the analysis of the data we used content analysis. The results show that manipulative materials are valued by students in an educational context. They are seen as facilitators of learning, as they stimulate students in learning, while remaining more attentive and motivated.
This report was developed in the scope of the Supervised Teaching Practice (PES) Curriculum Unit, of the Master's Degree in teaching in 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education (CEB), the School of Education of Bragança (ESEB), of the Polytechnic Institute of Bragança. The Supervised Teaching Practice in the 1st and 2nd CEB took place in the school year 2019-2020, in two public education institutions of the district of Bragança. This document aims to describe and reflect on the work done throughout the professional internship in the two teaching cycles. Thus, this report contemplates teaching and learning experiences (EEA) that we consider significant of the work developed in each educational context, focused on activities using manipulative materials. The practice was structured taking into account the curricular articulation, in which the interests and needs of the students were contemplated, as well as the rhythms of each one. In order to guide it, we were guided by the official documents and frameworks of the pedagogical practice, namely, the Basic Education Programmes for each content area, as well as the Essential Learning for the 1st and 2ndCEB. An investigative approach is also carried out on the manipulative materials, theoretically based on the literature review. The manipulative materials, integrated in certain strategies (practical activities, debates, games, project work, among others) allow students to learn more meaningfully, since at these ages, students like to work with materials because they make the lessons more fun and students learn by doing. With the use of manipulative materials, students can touch, experiment with and manipulate materials in order to take advantage of their full potential, diluting the barriers between the abstract and the concrete, and integrating themselves into active and interactive learning. In this way we define manipulative materials as the integrating theme of our teaching and research practices guided by the following problem-question: What is the students' opinion about the use of manipulative materials as a teaching and learning resource? To guide the answer to this question we outline the following objectives: (i) to implement EEA in which there is space to explore and handle various materials taking into account students' interests and needs; (ii) to know students' views on the use of materials; (iii) to highlight and analyse those aspects which students have valued most in the use of manipulative materials. The study follows a qualitative approach, with characteristics of research on practice. In order to collect the information for the research, we selected a set of techniques and data collection tools, such as participant observation, field notes, photographic records and written productions of the students. For the analysis of the data we used content analysis. The results show that manipulative materials are valued by students in an educational context. They are seen as facilitators of learning, as they stimulate students in learning, while remaining more attentive and motivated.
Description
Keywords
Prática de ensino supervisionada 1.º Ciclo do Ensino Básico 2.º Ciclo do Ensino Básico Materiais manipuláveis Opinião dos alunos