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Prática de Ensino Supervisionada – Aprendizagem Baseada na Resolução de Problemas em contexto de estágio
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| 4.5 MB | Adobe PDF |
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Abstract(s)
O presente Relatório Final de Estágio, elaborado no âmbito do Mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico, resulta da prática desenvolvida durante a Prática de Ensino Supervisionada (PES). O percurso refletido teve como principais objetivos compreender como implementar a Aprendizagem Baseada na Resolução de Problemas (ABRP) em contextos reais, promover aprendizagens significativas e consolidar competências profissionais no papel de professor estagiário.
A ABRP constituiu o eixo central da investigação, entendida como uma metodologia que coloca o aluno no centro do processo educativo, promovendo a construção ativa do conhecimento através da resolução de problemas autênticos e contextualizados. Nesta abordagem, o professor atua como mediador e orientador, estimulando o questionamento, a experimentação, o trabalho colaborativo e a reflexão.
A questão que orientou a investigação foi: Como desenvolver práticas letivas baseadas na ABRP em contexto de estágio? Para responder, adotou-se uma metodologia qualitativa, sustentada na observação de aulas, na análise de documentos e em registos reflexivos. A análise incidiu sobre categorias representativas da ABRP: natureza do problema, papéis do professor e do aluno, investigação, colaboração, reflexão e avaliação.
No 1.º Ciclo do Ensino Básico, a experiência inspirada na história do Pinóquio integrou diferentes áreas e promoveu o envolvimento dos alunos através de situações lúdicas e significativas. Verificou-se o desenvolvimento do raciocínio, da comunicação e da criatividade, ainda que se tenha identificado a necessidade de reforçar a autonomia e a reflexão individual.
No 2.º Ciclo do Ensino Básico, as experiências em Matemática e Ciências Naturais aplicaram a ABRP em contextos reais: um estudo estatístico sobre a poluição do rio Fervença e a observação de células ao microscópio. Ambas favoreceram o pensamento crítico, a cooperação e o raciocínio científico, revelando a importância da investigação como meio de aprendizagem.
Conclui-se que a implementação da ABRP é possível e eficaz quando se valorizam a investigação, a colaboração e a reflexão, com o professor a orientar e os alunos a construírem ativamente o seu saber. A PES revelou-se essencial para o desenvolvimento profissional, permitindo consolidar práticas de ensino fundamentadas, compreender os desafios da docência e reconhecer a ABRP como uma via promissora para tornar o ensino mais participativo, significativo e próximo da realidade dos alunos.
This Final Internship Report, prepared as part of the Master's Degree in Teaching in the 1st and 2nd Cycles of Basic Education, is the result of the practice developed during the Supervised Teaching Practice (STP). The main objectives of the reflective process were to understand how to implement Problem-Based Learning (PBL) in real contexts, promote meaningful learning, and consolidate professional skills in the role of trainee teacher. PBL was the central focus of the research, understood as a methodology that places the student at the center of the educational process, promoting the active construction of knowledge through the resolution of authentic and contextualized problems. In this approach, the teacher acts as a mediator and guide, encouraging questioning, experimentation, collaborative work, and reflection. The question that guided the research was: How to develop PBL teaching practices in an internship context? To answer this question, a qualitative methodology was adopted, based on classroom observation, document analysis, and reflective records. The analysis focused on categories representative of PBL: nature of the problem, roles of the teacher and student, research, collaboration, reflection, and evaluation. In the 1st Cycles of Basic Education, the experience inspired by the story of Pinocchio integrated different areas and promoted student engagement through playful and meaningful situations. The development of reasoning, communication, and creativity was observed, although the need to reinforce autonomy and individual reflection was identified. In the 2nd Cycles of Basic Education, experiences in Mathematics and Natural Sciences applied PBL in real contexts: a statistical study on the pollution of the Fervença River and the observation of cells under a microscope. Both fostered critical thinking, cooperation, and scientific reasoning, revealing the importance of research as a means of learning. In summary, it can be concluded that the implementation of PBL is possible and effective when research, collaboration, and reflection are valued, with the teacher guiding and students actively constructing their knowledge. STP proved to be essential for professional development, allowing for the consolidation of evidence-based teaching practices, understanding the challenges of teaching, and recognizing PBL as a promising way to make teaching more participatory, meaningful, and closer to the students' reality.
This Final Internship Report, prepared as part of the Master's Degree in Teaching in the 1st and 2nd Cycles of Basic Education, is the result of the practice developed during the Supervised Teaching Practice (STP). The main objectives of the reflective process were to understand how to implement Problem-Based Learning (PBL) in real contexts, promote meaningful learning, and consolidate professional skills in the role of trainee teacher. PBL was the central focus of the research, understood as a methodology that places the student at the center of the educational process, promoting the active construction of knowledge through the resolution of authentic and contextualized problems. In this approach, the teacher acts as a mediator and guide, encouraging questioning, experimentation, collaborative work, and reflection. The question that guided the research was: How to develop PBL teaching practices in an internship context? To answer this question, a qualitative methodology was adopted, based on classroom observation, document analysis, and reflective records. The analysis focused on categories representative of PBL: nature of the problem, roles of the teacher and student, research, collaboration, reflection, and evaluation. In the 1st Cycles of Basic Education, the experience inspired by the story of Pinocchio integrated different areas and promoted student engagement through playful and meaningful situations. The development of reasoning, communication, and creativity was observed, although the need to reinforce autonomy and individual reflection was identified. In the 2nd Cycles of Basic Education, experiences in Mathematics and Natural Sciences applied PBL in real contexts: a statistical study on the pollution of the Fervença River and the observation of cells under a microscope. Both fostered critical thinking, cooperation, and scientific reasoning, revealing the importance of research as a means of learning. In summary, it can be concluded that the implementation of PBL is possible and effective when research, collaboration, and reflection are valued, with the teacher guiding and students actively constructing their knowledge. STP proved to be essential for professional development, allowing for the consolidation of evidence-based teaching practices, understanding the challenges of teaching, and recognizing PBL as a promising way to make teaching more participatory, meaningful, and closer to the students' reality.
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Prática de ensino supervisionada Aprendizagem baseada na resolução de problemas Estágio