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Prática de Ensino Supervisionada - A abordagem STEAM em contexto de estágio
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O presente Relatório Final de Estágio (REF) resulta do trabalho desenvolvido no âmbito do estágio de iniciação à prática profissional realizado na Unidade Curricular de 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, da Escola Superior de Educação do Instituto Politécnico de Bragança. O estudo apresenta as experiências de ensino-aprendizagem (EEA) realizadas ao longo do ano letivo 2024/2025, em dois contextos distintos: no 1.º Ciclo do Ensino Básico, com uma turma do 4.º ano de escolaridade, e no 2.º Ciclo do Ensino Básico, nas disciplinas de Ciências Naturais e de Matemática, com uma turma de uma escola pública. Neste contexto, foi desenvolvido um estudo de natureza qualitativa, orientado para responder à seguinte questão-problema: De que forma é possível desenvolver a abordagem STEAM através da metodologia de trabalho de projeto, em contexto de estágio? Para tal, foram definidos dois objetivos específicos: (i) desenvolver a abordagem STEAM através da metodologia de trabalho de projeto, em contexto de estágio; e (ii) analisar as práticas desenvolvidas. As intervenções pedagógicas foram concebidas à luz do Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO), das Aprendizagens Essenciais (AE) e das competências para o século XXI, promovendo o desenvolvimento de projetos interdisciplinares que integraram as diferentes áreas que constituem a abordagem STEAM (Ciências, Tecnologia, Engenharia, Artes e Matemática). Assim, este Relatório Final de Estágio destaca a importância desta abordagem enquanto meio para potenciar aprendizagens significativas, estimular a criatividade, o pensamento crítico, a resolução de problemas e a colaboração entre os alunos, contribuindo assim para a formação de cidadãos ativos, reflexivos e preparados para os desafios da sociedade atual. Do ponto de vista do professor, a implementação da abordagem STEAM é desafiante, pois exige a integração coerente de várias áreas disciplinares, uma preparação rigorosa e uma gestão cuidada do tempo.
This Final Internship Report (REF) is the result of work carried out as part of the introductory internship to professional practice undertaken in the Supervised Teaching Practice Course Unit (PES) of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, at the School of Education of the Polytechnic Institute of Bragança. The study presents the teaching-learning experiences (EEA) carried out throughout the 2024/2025 school year in two different contexts: in the 1st Cycle of Basic Education, with a 4th grade class, and in the 2nd Cycle of Basic Education, in the subjects of Natural Sciences and Mathematics, with a class from a public school. In these contexts, a qualitative study was developed, aimed at answering the following question: How can the STEAM approach be developed through project work methodology in an internship context? To this end, two specific objectives were defined: (i) to develop the STEAM approach through project work methodology in an internship context; and (ii) to analyze the practices developed. The pedagogical interventions were designed in light of the Profile of Students Leaving Compulsory Education (PASEO), Essential Learning (AE), and 21st-century skills, promoting the development of interdisciplinary projects that integrated the different areas that constitute the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics). Thus, this Final Internship Report highlights the importance of this approach as a means of enhancing meaningful learning, stimulating creativity, critical thinking, problem solving, and collaboration among students, thereby contributing to the formation of active, reflective citizens who are prepared for the challenges of today's society. From the teacher's point of view, implementing the STEAM approach is challenging, as it requires the coherent integration of various subject areas, rigorous preparation, and careful time management.
This Final Internship Report (REF) is the result of work carried out as part of the introductory internship to professional practice undertaken in the Supervised Teaching Practice Course Unit (PES) of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, at the School of Education of the Polytechnic Institute of Bragança. The study presents the teaching-learning experiences (EEA) carried out throughout the 2024/2025 school year in two different contexts: in the 1st Cycle of Basic Education, with a 4th grade class, and in the 2nd Cycle of Basic Education, in the subjects of Natural Sciences and Mathematics, with a class from a public school. In these contexts, a qualitative study was developed, aimed at answering the following question: How can the STEAM approach be developed through project work methodology in an internship context? To this end, two specific objectives were defined: (i) to develop the STEAM approach through project work methodology in an internship context; and (ii) to analyze the practices developed. The pedagogical interventions were designed in light of the Profile of Students Leaving Compulsory Education (PASEO), Essential Learning (AE), and 21st-century skills, promoting the development of interdisciplinary projects that integrated the different areas that constitute the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics). Thus, this Final Internship Report highlights the importance of this approach as a means of enhancing meaningful learning, stimulating creativity, critical thinking, problem solving, and collaboration among students, thereby contributing to the formation of active, reflective citizens who are prepared for the challenges of today's society. From the teacher's point of view, implementing the STEAM approach is challenging, as it requires the coherent integration of various subject areas, rigorous preparation, and careful time management.
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Keywords
STEAM Metodologia de trabalho de projeto Experiências de ensino e aprendizagem Limitações