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O presente Relatório Final de Estágio foi elaborado como parte integrante da
unidade curricular Prática de Ensino Supervisionada (PES), do 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 do Instituto Politécnico de Bragança, que decorreu no ano
letivo de 2018/2019, em duas instituições de ensino público no distrito de Bragança.
Este documento, de carácter investigativo e reflexivo, pretende apresentar e
fundamentar aspetos das práticas educativas de intervenção e de investigação
desenvolvidas em três turmas do ensino básico (1.º, 5.º e 6.º anos de escolaridade), em
que a comunicação escrita na sala de aula constituiu o seu tema integrador. É
reconhecida a importância da comunicação, mas, habitualmente, o seu estudo incide
mais na expressão oral das ideias e dos pensamentos dos alunos, embora a expressão
escrita pareça envolver uma maior complexidade. Neste contexto, ao longo da PES
recorremos a estratégias de ensino e aprendizagem que visaram o desenvolvimento das
capacidades comunicativas dos alunos, particularmente da capacidade de comunicação
escrita. A PES foi, então, enquadrada pela questão global: “De que forma os alunos
comunicam por escrito as suas ideias quando resolvem tarefas na sala de aula?”,
concretizada no objetivo “analisar as produções escritas dos alunos, considerando
quatro dimensões da comunicação: clareza, fundamentação, lógica e profundidade”.
Assumiu-se uma abordagem qualitativa e interpretativa, com características de
investigação-ação e de investigação sobre a prática. Recorreu-se à observação
participante e a produções escritas pelos alunos, que foram analisadas, através de
aspetos relacionados com a análise de conteúdo, em quatro dimensão da comunicação
(clareza, fundamentação, clareza, profundidade). Os resultados apontam para
desempenhos globais médios nas quatro dimensões, com algumas dificuldades em
clareza (Português, 1.º CEB), em profundidade (Matemática, 1.º CEB, 2.º CEB) e em
fundamentação (Matemática e Ciências Naturais, 2.º CEB), especialmente, na
apresentação de justificações e argumentos para suportar as suas ideias e raciocínios.
This Final Internship Report was prepared as part of the Supervised Teaching Practice (STP) curricular unit, integrated in the Master's Degree of Teaching of the 1st Cycle of Basic Education (CBE) and Mathematics and Natural Sciences in the 2nd CEB of School of Education of Polytechnic Institute of Bragança, which took place in the academic year 2018/2019, in two public education institutions in the Bragança. This document contains an investigative and reflective character and aims to present and substantiate aspects of educational practices of intervention and research developed in three classes of basic education (1st, 5th and 6th years of schooling), in which the writing communication in the classroom was its integrating theme. The importance of communication is recognized, but usually its study focuses more on the oral expression of students' ideas and thoughts, although written expression seems to involve greater complexity. In this context, throughout STP we use teaching and learning strategies aimed at developing students' communicative skills, particularly written communication skills. The STP was framed by the global question: “How do students communicate their ideas in writing when they solve tasks in the classroom?”, realized in the objective “to analyze students' written productions, considering four dimensions of communication: clarity, reasoning, logic and depth”. A qualitative and interpretative approach was assumed, with characteristics of action-research and research on practice. Participant observation and productions written by students were used, which were analyzed through aspects related to content analysis, in four dimensions of communication (clarity, reasoning, logic and depth). The results point to average global performances in the four dimensions, with some difficulties in clarity (Portuguese, 1st CBE), in depth (Mathematics, 1st CBE, 2nd CBE) and in reasoning (Mathematics and Natural Sciences, 2nd CBE), especially in the presentation of justifications and arguments to support their ideas and reasoning.
This Final Internship Report was prepared as part of the Supervised Teaching Practice (STP) curricular unit, integrated in the Master's Degree of Teaching of the 1st Cycle of Basic Education (CBE) and Mathematics and Natural Sciences in the 2nd CEB of School of Education of Polytechnic Institute of Bragança, which took place in the academic year 2018/2019, in two public education institutions in the Bragança. This document contains an investigative and reflective character and aims to present and substantiate aspects of educational practices of intervention and research developed in three classes of basic education (1st, 5th and 6th years of schooling), in which the writing communication in the classroom was its integrating theme. The importance of communication is recognized, but usually its study focuses more on the oral expression of students' ideas and thoughts, although written expression seems to involve greater complexity. In this context, throughout STP we use teaching and learning strategies aimed at developing students' communicative skills, particularly written communication skills. The STP was framed by the global question: “How do students communicate their ideas in writing when they solve tasks in the classroom?”, realized in the objective “to analyze students' written productions, considering four dimensions of communication: clarity, reasoning, logic and depth”. A qualitative and interpretative approach was assumed, with characteristics of action-research and research on practice. Participant observation and productions written by students were used, which were analyzed through aspects related to content analysis, in four dimensions of communication (clarity, reasoning, logic and depth). The results point to average global performances in the four dimensions, with some difficulties in clarity (Portuguese, 1st CBE), in depth (Mathematics, 1st CBE, 2nd CBE) and in reasoning (Mathematics and Natural Sciences, 2nd CBE), especially in the presentation of justifications and arguments to support their ideas and reasoning.
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Keywords
Comunicação escrita Experiências de ensino e aprendizagem Prática de ensino supervisionada