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Publicação
Relatório de estágio realizado na Escola Básica Eugénio dos Santos
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Orientador(es)
Resumo(s)
Se qualquer ação no âmbito da formação de docentes fará parte de um conhecimento em construção (Onofre, 2003) e se todas as ações se realizaram para efeitos formativos, então todas as ações de estágio produziram conhecimento (seja tácito seja consciente). O relatório de estágio produzido procurou, enquanto dissecando, autorrelexivamente e sob supervisão, a própria experiência vivida, no culminar da sua formação, enumerar, descrever e analisar os restantes fatores que condicionam e influenciam positivamente o processo ensino-aprendizagem (PEA – Área 1), explanando as estratégias de sucesso. A implementação dos planos e a avaliação foram conseguidas, quer ao nível do sucesso dos alunos quer em matéria de avaliação dos próprios processos. Sobre a investigação-ação (IA – Área 2) pendem contributos relativos ao refinamento dos critérios de avaliação, pelo potencial das soluções apresentadas. O ensino do Desporto Escolar (DE – Área 3), apesar do manancial de conhecimentos teóricos e contextuais mais reduzido, possibilitou a consecução dos objetivos competitivos. A participação na escola e a ligação entre esta e a comunidade foram, pela atividade desenvolvida, obtidas eficazmente. O acompanhamento da Direção de Turma (DT – Área 4) teve relevantes repercussões, ao nível da gestão eficiente e eficaz de uma turma, especialmente nas vertentes logística e comportamental.
If any action in teachers training configures knowledge under construction (Onofre, 2003) and if all actions were carried out for formative purposes, then all internship actions produced tacit or conscious knowledge. The generated internship report tried to, by self-reflection and under supervision, dissecting one’s own experience, ending one’s formation, enumerate, describe and analyze the remaining multitude of factors that positively influence and regulate the teaching-learning process (TLP - Area 1), while dissecting its strategies. The implementation of those plans and their resulting evaluation were achieved, both by student success and by the evaluation of the processes themselves. Regarding the action research (AR – Area 2), there are contributions to the refinement level of the evaluation criteria, due to the potential of the presented solutions. Teaching in the context of School Sports (SS - Area 3), despite the scarcer theoretical and contextual knowledge, was successfully achieved. The participation in school and the connection between the school and the community were effectively obtained reflected by the developed internal activity. The accompaniment of Form Tutor’s role (FT - Area 4) resulted in significant effects, in terms of efficient and effective management of a class, especially within the logistic and behavioral aspects.
If any action in teachers training configures knowledge under construction (Onofre, 2003) and if all actions were carried out for formative purposes, then all internship actions produced tacit or conscious knowledge. The generated internship report tried to, by self-reflection and under supervision, dissecting one’s own experience, ending one’s formation, enumerate, describe and analyze the remaining multitude of factors that positively influence and regulate the teaching-learning process (TLP - Area 1), while dissecting its strategies. The implementation of those plans and their resulting evaluation were achieved, both by student success and by the evaluation of the processes themselves. Regarding the action research (AR – Area 2), there are contributions to the refinement level of the evaluation criteria, due to the potential of the presented solutions. Teaching in the context of School Sports (SS - Area 3), despite the scarcer theoretical and contextual knowledge, was successfully achieved. The participation in school and the connection between the school and the community were effectively obtained reflected by the developed internal activity. The accompaniment of Form Tutor’s role (FT - Area 4) resulted in significant effects, in terms of efficient and effective management of a class, especially within the logistic and behavioral aspects.
Descrição
Palavras-chave
Avaliação Autorreflexão Currículo Desporto escolar Educação Física Ensino Básico Estágio pedagógico Investigação-ação Processo ensino-aprendizagem Supervisão Action research Assessment Curriculum Middle-school Pedagogical iInternship Physical education School sports Self-reflection Supervision Teaching-learning process