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Abstract(s)
O presente relatório final de estágio é o resultado do trabalho realizado no contexto da iniciação à prática profissional e inclui um estudo concretizado no decorrer das práticas letivas realizadas nos 1.º e 2.º ciclos do ensino básico (1.º CEB e 2.º CEB) – com uma turma de 3.º ano, uma turma de 5.º ano em Matemática e uma turma de 6.º ano em Ciências Naturais. O estágio foi realizado no âmbito da 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 investigativo teve como foco a temática: Conexões entre os conteúdos científicos no Ensino Básico e o dia a dia dos alunos. Neste âmbito, refletiu-se sobre os documentos curriculares orientadores e questionou-se as práticas da investigadora para responder a duas questões-problema: Q1 – Se e como é que os documentos oficiais promovem conexões entre os conteúdos científicos e os assuntos do dia a dia?; e Q2 – Será que as práticas letivas que valorizam as conexões entre os conteúdos científicos e o dia a dia são mais motivadoras e contribuem para o sucesso dos alunos?. A investigação foi de natureza qualitativa e interpretativa com características de investigação-ação, apelando a técnicas e instrumentos de recolha e análise de dados diversificadas. A análise documental incidiu sobre os documentos curriculares, primeiro na fase prévia à planificação de atividades e, posteriormente, numa análise mais sistemática, aplicando técnicas de análise de conteúdo para identificar referências a conexões entre os conteúdos científicos e entre estes e o dia a dia dos alunos, através de um instrumento de análise concebido para o efeito. Durante a prática letiva recorreu-se à observação e às notas de campo, que incluíram comentários dos alunos e reflexões da investigadora, dando origem a um diário de aulas. A análise documental aponta que a relevância das conexões em estudo é reconhecida, globalmente, nos documentos das Aprendizagens Essenciais, mas não muito realçada em alguns programas disciplinares em vigor, não acompanhando tanto as tendências atuais nesse sentido. A reflexão sobre a prática evidencia que as conexões favoreceram o desenvolvimento do processo de ensino e aprendizagem e desencadearam maior empenho e motivação dos alunos.
This final internship report is the result of the work done in the context of initiation into professional practice and includes a study carried out during the teaching practices performed in the 1st and 2nd cycles of basic education (1st and 2nd cycles) - with a 3rd grade class, a 5th grade class in Mathematics and a 6th grade class in Natural Sciences. The internship was part of the Supervised Teaching Practice (PES) course unit of the Master's Degree in Teaching Primary School Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education of the School of Education of the Polytechnic Institute of Bragança. The investigative study focused on the theme: Connections between scientific content in Primary School and the students' everyday life. In this context, we reflected on the guiding curriculum documents and questioned the researcher's practices in order to answer two problem-questions: Q1 - If and how do official documents promote connections between scientific contents and daily life issues?; and Q2 - Do teaching practices that value connections between scientific contents and daily life are more motivating and contribute to students' success? The research was qualitative and interpretive in nature with action research characteristics, using diversified data collection and analysis techniques and instruments. The document analysis focused on curriculum documents, first in the phase prior to the planning of activities and, later, in a more systematic analysis, applying content analysis techniques to identify references to connections between scientific content and between these and students' daily lives, using an analysis tool designed for this purpose. During the teaching practice, observation and field notes were used, which included students' comments and the researcher's reflections, giving rise to a class diary. The documentary analysis shows that the relevance of the connections under study is globally recognized in the Essential Learning documents, but not much emphasized in some subject programs in force, not following the current trends in this direction. The reflection on the practice shows that the connections favored the development of the teaching and learning process and triggered greater commitment and motivation from the students.
This final internship report is the result of the work done in the context of initiation into professional practice and includes a study carried out during the teaching practices performed in the 1st and 2nd cycles of basic education (1st and 2nd cycles) - with a 3rd grade class, a 5th grade class in Mathematics and a 6th grade class in Natural Sciences. The internship was part of the Supervised Teaching Practice (PES) course unit of the Master's Degree in Teaching Primary School Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education of the School of Education of the Polytechnic Institute of Bragança. The investigative study focused on the theme: Connections between scientific content in Primary School and the students' everyday life. In this context, we reflected on the guiding curriculum documents and questioned the researcher's practices in order to answer two problem-questions: Q1 - If and how do official documents promote connections between scientific contents and daily life issues?; and Q2 - Do teaching practices that value connections between scientific contents and daily life are more motivating and contribute to students' success? The research was qualitative and interpretive in nature with action research characteristics, using diversified data collection and analysis techniques and instruments. The document analysis focused on curriculum documents, first in the phase prior to the planning of activities and, later, in a more systematic analysis, applying content analysis techniques to identify references to connections between scientific content and between these and students' daily lives, using an analysis tool designed for this purpose. During the teaching practice, observation and field notes were used, which included students' comments and the researcher's reflections, giving rise to a class diary. The documentary analysis shows that the relevance of the connections under study is globally recognized in the Essential Learning documents, but not much emphasized in some subject programs in force, not following the current trends in this direction. The reflection on the practice shows that the connections favored the development of the teaching and learning process and triggered greater commitment and motivation from the students.
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Keywords
Conexões Ensino básico Prática de ensino supervisionada