Loading...
Publication
Prática de Ensino Supervisionada – Os trilhos como potenciadores de conexões
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
No que confere ao relatório final que agora apresento o mesmo resulta do trabalho realizado no contexto da IPP e nele encontra-se um estudo que foi realizado 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 4.º ano do 1.º CEB, uma turma de 6.º ano em Matemática e uma turma de 6.º ano em Ciências Naturais (CN) do 2.º CEB. É importante dizer que o estágio foi desenvolvido no domínio da unidade curricular (UC) de Prática de Ensino Supervisionada (PES), do Mestrado em Ensino do 1.º CEB (CEB) e de Matemática e CN no 2.º CEB da Escola Superior de Educação (ESE) do IPB. A investigação que desenvolvi foi ao encontro do tema: “Os trilhos como potenciadores de conexões”. De forma a poder realizar este trabalho foi necessária uma pesquisa documental de algum relevo que incidiu nos documentos curriculares orientadores [Programa Curricular e Aprendizagens Essenciais (AE), Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO)], em artigos científicos e obras de referência para a educação. Tudo isto para conseguir responder às questões-problema desta investigação: Q1 – Como se carateriza o desempenho dos alunos na resolução de tarefas num trilho?; Q2 – Que perceção têm os alunos sobre os conhecimentos adquiridos com a realização dos trilhos? Fruto da análise documental foi possível concluir que a relevância das conexões em contexto escolar é reconhecida, de uma forma geral, nos documentos curriculares orientadores (AE, Programa Curricular e do PASEO) como também existe este mesmo reconhecimento na literatura científica (Fernandes & Vale, 2022), daí a pertinência em trabalhar sobre este tema. No que diz respeito à reflexão sobre a prática, esta evidencia que as conexões feitas através dos trilhos favoreceram o desenvolvimento tanto do processo de ensino como de aprendizagem e registou-se também um maior empenho e motivação dos alunos aquando da realização das tarefas previstas nos trilhos que foram implementados.
The present final report results from the work carried out within the scope of the Initial Professional Practice (IPP) and includes a study developed during the teaching practice in the 1st and 2nd Cycles of Basic Education — with a 4th-grade class from the 1st Cycle and two 6th-grade classes, one in Mathematics and another in Natural Sciences, from the 2nd Cycle of Basic Education. It is important to mention that the internship was developed within the Supervised Teaching Practice (PES) course unit of the Master’s Degree in Teaching for the 1st Cycle of Basic Education and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education at the School of Education of the Polytechnic Institute of Bragança. The research carried out addressed the theme “Trails as enhancers of connections”. To develop this work, a significant documentary research process was conducted, focusing on the main curricular guiding documents — the Curricular Program, Essential Learnings (AE), and the Students’ Profile at the End of Compulsory Schooling (PASEO) — as well as on scientific articles and educational reference works. This study sought to answer the following research questions: Q1 – How is students’ performance characterized in solving tasks within a trail? and Q2 – What perceptions do students have about the knowledge acquired through the completion of trails? From the documentary analysis, it was possible to conclude that the importance of establishing connections in the school context is widely recognized both in the curricular guiding documents (Essential Learnings, Curricular Program, and PASEO) and in the scientific literature (Fernandes & Vale, 2022), which reinforces the relevance of the chosen theme. Concerning the reflection on practice, the results show that the connections established through the trails promoted the development of both the teaching and learning processes, and a greater level of student engagement and motivation was observed during the implementation of the proposed trail tasks.
The present final report results from the work carried out within the scope of the Initial Professional Practice (IPP) and includes a study developed during the teaching practice in the 1st and 2nd Cycles of Basic Education — with a 4th-grade class from the 1st Cycle and two 6th-grade classes, one in Mathematics and another in Natural Sciences, from the 2nd Cycle of Basic Education. It is important to mention that the internship was developed within the Supervised Teaching Practice (PES) course unit of the Master’s Degree in Teaching for the 1st Cycle of Basic Education and in Mathematics and Natural Sciences for the 2nd Cycle of Basic Education at the School of Education of the Polytechnic Institute of Bragança. The research carried out addressed the theme “Trails as enhancers of connections”. To develop this work, a significant documentary research process was conducted, focusing on the main curricular guiding documents — the Curricular Program, Essential Learnings (AE), and the Students’ Profile at the End of Compulsory Schooling (PASEO) — as well as on scientific articles and educational reference works. This study sought to answer the following research questions: Q1 – How is students’ performance characterized in solving tasks within a trail? and Q2 – What perceptions do students have about the knowledge acquired through the completion of trails? From the documentary analysis, it was possible to conclude that the importance of establishing connections in the school context is widely recognized both in the curricular guiding documents (Essential Learnings, Curricular Program, and PASEO) and in the scientific literature (Fernandes & Vale, 2022), which reinforces the relevance of the chosen theme. Concerning the reflection on practice, the results show that the connections established through the trails promoted the development of both the teaching and learning processes, and a greater level of student engagement and motivation was observed during the implementation of the proposed trail tasks.
Description
Keywords
Trilhos Conexões Ensino básico Prática de ensino supervisionada Matemática