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Inserido no Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática
e Ciências Naturais no 2.º Ciclo do Ensino Básico, a unidade curricular Prática de Ensino
Supervisionada permitiu-nos contactar durante o estágio com dois contextos escolares
distintos, 1.º Ciclo do Ensino Básico e 2.º Ciclo do Ensino Básico. O presente relatório
encerra o trabalho realizado nesse âmbito, e apresenta a investigação realizada sobre as
estratégias de ensino aprendizagem, tema que, procurámos aprofundar. Nas experiências
de ensino e aprendizagem com uma turma de 1.º CEB e duas turmas de 2.º CEB de escolas
públicas de Bragança, tendo em conta que cada contexto é único, diferente, e rico em
acontecimentos que podemos explorar em sala de aula, procuramos recorrer a estratégias
diversificadas que pudessem proporcionar aos alunos o desenvolvimento de múltiplas
competências. Paralelamente, quisemos saber o que pensavam os alunos e os professores
que connosco partilhavam a prática sobre as estratégias usadas, para responder à questãoproblema
que conduziu a investigação. Quais as perceções dos alunos e professores
sobre as estratégias de ensino e aprendizagem implementadas na sala de aula? Tratouse,
pois, de uma investigação sobre a prática, de natureza qualitativa, que recorreu à
observação e a inquérito (por questionários e entrevistas) para recolha de dados e,
posteriormente, à análise de conteúdo das respostas obtidas. Se os resultados não
permitem uma conclusão geral sobre qual a estratégia preferida nos dois contextos
escolares referidos, uma vez que houve uma variabilidade das respostas mas também uma
diversidade das estratégias implementadas, pudemos verificar que os inquiridos
consideram que através das estratégias de ensino e aprendizagem utilizadas aprenderam
novos conteúdos e melhoram as suas classificações finais. Assim, consideramos que aulas
mais dinâmicas com estratégias que envolvam os alunos em situações ativas de
aprendizagem são eficazes quer do ponto de vista da aprendizagem de conteúdos
disciplinares específicos quer do ponto de vista do desenvolvimento de competências
transversais.
Inserted in the master’s degree in Teaching 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, in the subject, Supervised Teaching Practice, this report allowed us to contact with two different school contexts, 1st Cycle of Basic Education and 2nd Cycle of Basic Education. We explored our subject, to increase our knowledge of methodological options and then described our teaching and learning experience and examined our research on the practice and its conclusions. Assumed that each context is different, unique and rich in multiple events, we implement diverse teaching and learning strategies, which both are an added value in the teaching and learning process, as they provide students with multiple skills. Focusing our theme of teaching and learning strategies, our problem-question that led us to our investigation, what are the perceptions of students and teachers about the teaching and learning strategies implemented in the classroom? based on one investigation of the practice we used the questionnaire, the interview and the field notes, which were recorded afterwards, when the classes were over. After analyzing the data, it allowed us to answer our problem-question, especially to understand that teaching and learning strategies are an advantage in the teaching and learning process. From the data obtained we cannot conclude which strategy is preferred in both school contexts, since the teaching and learning strategies were different, and there is a variation between them, we can see that the respondents consider that through the teaching and learning strategies learn new content and improve their final rankings. We conclude that the application of teaching and learning strategies are an advantage to the teaching and learning process, as they allow the student to be active in their learning process and make the classes more dynamic and innovative.
Inserted in the master’s degree in Teaching 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, in the subject, Supervised Teaching Practice, this report allowed us to contact with two different school contexts, 1st Cycle of Basic Education and 2nd Cycle of Basic Education. We explored our subject, to increase our knowledge of methodological options and then described our teaching and learning experience and examined our research on the practice and its conclusions. Assumed that each context is different, unique and rich in multiple events, we implement diverse teaching and learning strategies, which both are an added value in the teaching and learning process, as they provide students with multiple skills. Focusing our theme of teaching and learning strategies, our problem-question that led us to our investigation, what are the perceptions of students and teachers about the teaching and learning strategies implemented in the classroom? based on one investigation of the practice we used the questionnaire, the interview and the field notes, which were recorded afterwards, when the classes were over. After analyzing the data, it allowed us to answer our problem-question, especially to understand that teaching and learning strategies are an advantage in the teaching and learning process. From the data obtained we cannot conclude which strategy is preferred in both school contexts, since the teaching and learning strategies were different, and there is a variation between them, we can see that the respondents consider that through the teaching and learning strategies learn new content and improve their final rankings. We conclude that the application of teaching and learning strategies are an advantage to the teaching and learning process, as they allow the student to be active in their learning process and make the classes more dynamic and innovative.
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Estratégias de ensino e aprendizagem Prática de ensino supervisionada Aprendizagem