| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da unidade curricular Prática de Ensino
Supervisionada, integrada no plano de estudos 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 estágio
profissional no 1.º CEB e em Matemática e Ciências Naturais no 2.º CEB decorreu no
ano letivo de 2017-2018, em dois agrupamentos de escolas de Bragança. Com este
relatório pretende-se apresentar e fundamentar aspetos da atividade letiva e de
investigação desenvolvida em duas turmas (4.º e 6.º anos de escolaridade), em que o
manual escolar constituiu o seu tema integrador. Este material curricular tem uma larga
tradição no contexto educativo e, apesar das controvérsias, pode constituir um recurso
muito útil de apoio às aprendizagens dos alunos e ajudar o trabalho do professor. As
práticas de ensino e investigação foram enquadradas pela questão global: “Qual(is) o(s)
papel(éis) do manual escolar no processo de ensino e aprendizagem?”, delimitada pelos
objetivos: (i) explicitar e analisar formas de uso do manual escolar seguidas nas minhas
práticas e nas práticas dos alunos; e (ii) identificar e analisar perceções dos alunos sobre
o manual escolar. Assumiu-se uma abordagem qualitativa e interpretativa, com
características de investigação-ação e de investigação sobre a prática. Os dados foram
recolhidos através da observação participante e do inquérito por questionário e
analisados recorrendo a aspetos relacionados com a análise de conteúdo. Os resultados
indicam que os participantes têm formas diversificadas de uso do manual escolar. A
professora usa este recurso como um apoio para o desenvolvimento curricular e como
fonte de informação nas práticas de planificação e da sua concretização em sala de aula.
Os alunos recorrem a formas de uso que incidem, essencialmente, na leitura e análise do
texto apresentado, na resolução de tarefas na aula ou em casa e na observação de
figuras, mapas ou imagens, e revelam perceções muito favoráveis ao manual escolar
como recurso de apoio às diversas dimensões do trabalho escolar.
This report is part of the curricular unit Supervised Teaching Practice, part of the Master’s program of Teaching of the First Cycle of Basic Education and of Mathematics and Natural Sciences in the Second Cycle of Basic Education from the School of Education of the Polytechnic Institute of Bragança. The internship at the 1st CBE and in Mathematics and Natural Sciences at the 2nd CBE, took place in the 2017- 2018 school year in two different schools in Bragança. This report aims to present and substantiate aspects of the teaching and research activity developed in the two classes (4th and 6th grade), in which the textbook was its integrative theme. This curriculum material has a long tradition in the educational context and, despite of the controversy, it can be a very useful resource for supporting students' learning and helping the teacher's work. Teaching and research practices were framed by the global question: “What is the role of the textbook in the teaching and learning process?”, delimited by the objectives: (i) explain and analyze ways of using the textbook followed in my practices and students’ practices; and (ii) identify and analyze students' perceptions of the textbook. A qualitative and interpretative approach was taken, with action research and research on own practice characteristics. Data were collected through participant observation and survey by interview and questionnaire, and analyzed using aspects related to content analysis. Results indicate that participants have diversified ways of using the textbook. The teacher uses this resource as a support for curriculum development and as a source of information on the planning practices and their implementation in the classroom. Students follow ways of use that focus essentially on reading and analyzing the text presented, solving tasks in class or at home and observing pictures, maps or images, and reveal very favourable perceptions of the textbook as a resource for support for the various dimensions of school work.
This report is part of the curricular unit Supervised Teaching Practice, part of the Master’s program of Teaching of the First Cycle of Basic Education and of Mathematics and Natural Sciences in the Second Cycle of Basic Education from the School of Education of the Polytechnic Institute of Bragança. The internship at the 1st CBE and in Mathematics and Natural Sciences at the 2nd CBE, took place in the 2017- 2018 school year in two different schools in Bragança. This report aims to present and substantiate aspects of the teaching and research activity developed in the two classes (4th and 6th grade), in which the textbook was its integrative theme. This curriculum material has a long tradition in the educational context and, despite of the controversy, it can be a very useful resource for supporting students' learning and helping the teacher's work. Teaching and research practices were framed by the global question: “What is the role of the textbook in the teaching and learning process?”, delimited by the objectives: (i) explain and analyze ways of using the textbook followed in my practices and students’ practices; and (ii) identify and analyze students' perceptions of the textbook. A qualitative and interpretative approach was taken, with action research and research on own practice characteristics. Data were collected through participant observation and survey by interview and questionnaire, and analyzed using aspects related to content analysis. Results indicate that participants have diversified ways of using the textbook. The teacher uses this resource as a support for curriculum development and as a source of information on the planning practices and their implementation in the classroom. Students follow ways of use that focus essentially on reading and analyzing the text presented, solving tasks in class or at home and observing pictures, maps or images, and reveal very favourable perceptions of the textbook as a resource for support for the various dimensions of school work.
Description
Keywords
Manual escolar Experiências de ensino e aprendizagem Prática de ensino supervisionada