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Abstract(s)
O presente relatório final de estágio incide sobre a 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 (CEB), relativamente ao
ano letivo de 2018/2019, ministrado na Escola Superior de Educação, do Instituto
Politécnico de Bragança. A prática possibilitou-nos estar em contacto com dois
contextos: o de 1.º CEB e o de 2.º CEB em que trabalhamos duas áreas curriculares, as
Ciências Naturais e a Matemática. O relatório pretende descrever algumas das
atividades educativas desenvolvidas em que integramos, também, a investigação e a
reflexão sobre as práticas. Trata-se de um trabalho descritivo e reflexivo, pois narra as
experiências de ensino-aprendizagem realizadas, acompanhadas de uma investigação
sobre as questões ambientais (QA). Assim, definimos a questão problema: “como
podemos integrar as questões ambientais no processo de ensino-aprendizagem, com
vista à consciencialização ambiental dos alunos?”, com o intuito de lhe dar resposta
formulamos os seguintes objetivos: (i) compreender como os professores encaram as
questões ambientais no processo de ensino-aprendizagem; (ii) desenvolver EEA que
envolvam questões ambientais; e (iii) consciencializar os alunos para diversas questões
ambientais e promover o sentido crítico acerca desta temática. O estudo assenta numa
metodologia de natureza qualitativa. Para a recolha de dados recorremos a guiões de
entrevistas que aplicamos aos três professores cooperantes, um Focus Group que
aplicámos a vinte e três alunos do 1.º CEB e um questionário aplicado a quarenta e um
alunos do 2.º CEB. Recorremos, ainda, às notas de campo que recolhemos durante os
nove meses da PES. Relativamente aos resultados obtidos verificamos que as QA
podem ser, em si mesmas, um fator motivacional para haver aulas diversificadas e que
despertam o interesse dos alunos para uma mudança e para uma consciência ambiental
mais sustentável. Por último, os inquiridos referiram que as QA são uma temática que
deve ser transversal a todas a áreas e sugerem que deviam estar mais presentes em sala
de aula e na vida de cada um. Concluímos, assim, que existe uma preocupação com as
QA nas escolas, embora seja necessária uma maior abordagem para que esta possa ser
notória no futuro, podemos ainda referir que é um tema de cariz motivador e que
permite aos alunos a construção de aprendizagens nas diferentes áreas do saber.
This final report focuses on the Supervised Teaching Practice (PES) of the Master of the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education (CEB), for the 2018/2019 school year, of the Polytechnic Institute of Bragança School of Education. The practice allowed us to be in contact with two contexts: the 1st CEB and the 2nd CEB in which we work two curricular areas, Natural Sciences and Mathematics. The report aims to describe some of the activities developed, emphasizing the investigative and reflective perspective on the practice. This is a descriptive and reflective work, as it narrates the teaching-learning experiences performed, accompanied by an investigation on environmental issues (QA). Thus, we define the question: “How can we integrate environmental issues into the teaching-learning process, in aim to the students' environmental awareness?”, In order to meet the following objectives: (i) understand how teachers face environmental issues in the teaching-learning process; (ii) develop EEA involving environmental issues; and (iii) make students aware of various environmental issues and promote critical thinking about this theme. The study is based on a qualitative methodology. For data collection we used interview guides which we applied to the three cooperating teachers, a Focus Group as we applied to twenty-one students from the 1st CEB and a questionnaire applied to forty-one students from the 2nd CEB, we also used the field notes we collected during the nine months of the PES. Regarding the results obtained we verify that the QA can be, it self, a factor motivational to have diversified classes that arouse the students' interest for a change and a more sustainable environmental awareness. Finally, inquireds said that QA is a theme that should be cross-cutting all areas and suggest that they should be more present in the classroom and in one's life. We conclude, therefore, that there is a concern with the QA in schools, although a greater approach is needed so that it can be noticeable in the future as an knowledge domain.
This final report focuses on the Supervised Teaching Practice (PES) of the Master of the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education (CEB), for the 2018/2019 school year, of the Polytechnic Institute of Bragança School of Education. The practice allowed us to be in contact with two contexts: the 1st CEB and the 2nd CEB in which we work two curricular areas, Natural Sciences and Mathematics. The report aims to describe some of the activities developed, emphasizing the investigative and reflective perspective on the practice. This is a descriptive and reflective work, as it narrates the teaching-learning experiences performed, accompanied by an investigation on environmental issues (QA). Thus, we define the question: “How can we integrate environmental issues into the teaching-learning process, in aim to the students' environmental awareness?”, In order to meet the following objectives: (i) understand how teachers face environmental issues in the teaching-learning process; (ii) develop EEA involving environmental issues; and (iii) make students aware of various environmental issues and promote critical thinking about this theme. The study is based on a qualitative methodology. For data collection we used interview guides which we applied to the three cooperating teachers, a Focus Group as we applied to twenty-one students from the 1st CEB and a questionnaire applied to forty-one students from the 2nd CEB, we also used the field notes we collected during the nine months of the PES. Regarding the results obtained we verify that the QA can be, it self, a factor motivational to have diversified classes that arouse the students' interest for a change and a more sustainable environmental awareness. Finally, inquireds said that QA is a theme that should be cross-cutting all areas and suggest that they should be more present in the classroom and in one's life. We conclude, therefore, that there is a concern with the QA in schools, although a greater approach is needed so that it can be noticeable in the future as an knowledge domain.
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Keywords
Questões ambientais Processo de ensino-aprendizagem