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Abstract(s)
O presente relatório é o reflexo da ação educativa realizada no âmbito da
unidade curricular Prática de Ensino Supervisionada (PES), integrada no Mestrado em
ensino do 1.º ciclo do ensino básico (CEB) e de Matemática e Ciências Naturais no 2.º
CEB da Escola Superior de Educação de Bragança. A PES no 1.º CEB e em Matemática
e Ciências Naturais no 2.º CEB decorreu no ano letivo de 2018-2019, em duas
instituições públicas do distrito de Bragança. Este documento tem como objetivo dar a
conhecer o trabalho realizado durante o estágio profissional, bem como apresentar e
fundamentar todo o trabalho desenvolvido durante a PES. É também feita uma
abordagem investigativa ao jogo e ao seu papel no processo de ensino e aprendizagem,
uma vez que o recurso ao jogo pode constituir uma boa estratégia para o trabalho na sala
de aula, em que os alunos aprendem a jogar uns com os outros ao invés de uns contra os
outros, aprendem a questionar e a relacionar, ajudando a desenvolver múltiplas
competências. O jogo poderá ser uma alternativa para despertar no aluno a curiosidade e
a vontade de aprender. Desta forma, definimos o “jogo” como o tema integrador da
nossa atividade letiva e da componente investigativa das práticas de ensino, colocando a
questão-problema “Qual(is) o(s) papel(éis) que o jogo desempenha no processo de
ensino e aprendizagem?”, concretizada nos seguintes objetivos: (i) identificar processos
que os alunos seguem na realização dos jogos; (ii) analisar perceções dos alunos sobre a
utilização dos jogos na sua aprendizagem; e (iii) analisar perceções dos professores
sobre a utilização dos jogos na sala de aula. A nível metodológico, este estudo é de
natureza qualitativa com características de investigação-ação e de investigação sobre a
própria prática. Os dados foram recolhidos através da observação participante, do
inquérito por questionário e do inquérito por entrevista e analisados recorrendo a
aspetos da análise de conteúdo. Os resultados mostram que o jogo permite estimular as
competências comunicativas e de cooperação entre os alunos criando neles uma vontade
de aprender mais. Os participantes revelam perceções muito favoráveis à utilização dos
jogos em sala de aula.
This report is a reflection of the educational action carried out within the scope of the Supervised Teaching Practice (STP), integrated in the Master's Degree of Teaching of the First Cycle of Basic Education (CBE) and of Mathematics and Natural Sciences in the Second CBE of School of Education of Bragança. The STP at the 1st CBE and in Mathematics and Natural Sciences in the 2nd CBE took place in the 2018- 2019 school year, in two public institutions in Bragança district. This document aims to make known the work done during the professional internship, as well as to present and substantiate all the work developed during the STP. An investigative approach to the game and its role in the teaching and learning process is also taken, as using the game can be a good strategy for classroom work where students learn to play with each other rather than against each other, learn to question and to relate, helping to develop multiple skills. The game can be an alternative that arouses the student's curiosity and desire to learn. In this way, we define the “game” as the integrative theme of our teaching activity and the investigative component of the teaching practices, asking the problem question “What is the role that the game plays in the process of teaching and learning?”, expressed in the following objectives: (i) identify processes that students follow in the realization of games; (ii) analyze students' perceptions about the use of games in their learning; and (iii) analyze teachers' perceptions about the use of games in the classroom. At the methodological level, this study is of a qualitative nature with action research and research on own practice characteristics. Data were collected through participant observation, questionnaire survey and interview survey and analyzed using aspects related to content analysis. The results show that the game allows stimulating the communicative and cooperative skills among the students creating in them a desire to learn more. Participants show very favourable perceptions of the use of games in the classroom.
This report is a reflection of the educational action carried out within the scope of the Supervised Teaching Practice (STP), integrated in the Master's Degree of Teaching of the First Cycle of Basic Education (CBE) and of Mathematics and Natural Sciences in the Second CBE of School of Education of Bragança. The STP at the 1st CBE and in Mathematics and Natural Sciences in the 2nd CBE took place in the 2018- 2019 school year, in two public institutions in Bragança district. This document aims to make known the work done during the professional internship, as well as to present and substantiate all the work developed during the STP. An investigative approach to the game and its role in the teaching and learning process is also taken, as using the game can be a good strategy for classroom work where students learn to play with each other rather than against each other, learn to question and to relate, helping to develop multiple skills. The game can be an alternative that arouses the student's curiosity and desire to learn. In this way, we define the “game” as the integrative theme of our teaching activity and the investigative component of the teaching practices, asking the problem question “What is the role that the game plays in the process of teaching and learning?”, expressed in the following objectives: (i) identify processes that students follow in the realization of games; (ii) analyze students' perceptions about the use of games in their learning; and (iii) analyze teachers' perceptions about the use of games in the classroom. At the methodological level, this study is of a qualitative nature with action research and research on own practice characteristics. Data were collected through participant observation, questionnaire survey and interview survey and analyzed using aspects related to content analysis. The results show that the game allows stimulating the communicative and cooperative skills among the students creating in them a desire to learn more. Participants show very favourable perceptions of the use of games in the classroom.
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Keywords
1.º ciclo do ensino básico 2.º ciclo do ensino básico Jogos