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Authors
Advisor(s)
Abstract(s)
Com o crescente movimento de autonomização das escolas e do aluno, e a grande
responsabilização dos docentes quanto às práticas escolhidas e aos resultados obtidos, torna-se
vital adotar medidas analíticas que permitam aos docentes avaliar o seu desempenho e a sua
posição face aos alunos e à escola. Para os docentes em estágio e em início de carreira, a
reflexão é uma ferramenta indispensável para o desenvolvimento da mestria prática do ensino.
Tecendo reflexões baseadas na obra de Donald Schön, que teorizou aprofundadamente
a reflexão em relação aos processos de aprendizagem e estágio, apresentamos a descrição das
nossas atividades de estágio na Escola Básica 2+3 Dr. António Augusto Louro. O presente
relatório foca-se numa turma do 8º ano do ensino básico, à qual também lecionámos no 7º ano,
e instrumentaliza o domínio “Renascimento, Reforma e Contrarreforma” em articulação com
o Perfil dos Alunos à Saída da Escolaridade Obrigatória e com o projeto educativo “Uma Escola
Para a Cidadania”. Foca a importância da prática reflexiva nas escolhas didáticas, produção de
documentos, gestão de aula, moderação de atividades promotoras da cidadania, e também no
desenvolvimento da nossa identidade docente.
Ao longo desta obra também evidenciamos a forma como as nossas escolhas foram
influenciadas por um grupo diverso de autores da área da educação. De Bruner a Vygotsky,
passando por Cambourne e Johnson, todos teóricos da educação geral, passamos a Barca, Gago,
Ribeiro, VanSledright, van Boxtel e Van Drie, cuja investigação na área da aprendizagem da
História como disciplina nos foi útil. Quanto à produção e didática dos recursos e documentos,
recorremos às obras de Collins e Smith, Wineburg, Glenberg e Langston, Verdi e Kulhavy,
Merkt e Schwan, assim como Walldein e Larsson, procurando sempre complementar a nossa
prática reflexiva com a investigação contemporânea relativa às boas práticas de ensino e ao uso
correto dos recursos.
With the growth of the autonomizing movement for schools and students, and the high accountability of teachers regarding their chosen practices and the results obtained, it is vital to adopt analytical measures that allow teachers to evaluate their performance and their position towards their students and school. For student teachers and early career teachers, reflection is an indispensable tool to develop indispensable practical teaching mastery. Weaving reflections based on the works of Donald Schön, who argued that reflection is fundamentally relevant to the processes of learning and internship, we present the description of our practicum activities at Escola Básica 2+3 Dr. António Augusto Louro. This report is focused on an eighth-grade class, whom we had taught in seventh grade as well, and instrumentalizes the domain “Renaissance, Reformation and Counter-Reformation”. It emphasizes the significance of reflective practices on our didactic choices, classroom resource production, class management, moderation of civics-promoting activities, and the development of our teacher identity. Throughout this work we also endeavour to make clear the ways in which our teaching choices were influenced by a very diverse group of authors working in the field of education. From Bruner to Vygotsky, then through the works of Cambourne and Johnson, all writers in the field of general education, we move our reading forward into the works of Barca, Gago, Ribeiro, VanSledright, Van Boxtel and Van Drie, whose investigation in the field of learning History as a subject was instrumental to our understanding. When it comes to the production and didactics of resources and historical documents, we referenced the works of Collins and Smith, Wineburg, Glenberg and Langston, Verdi and Kulhavy, Merk and Schwan, as well as Walldein and Larsson, always seeking to complement our reflective practices with relevant contemporary research on good teaching practices and the correct use of teaching resources.
With the growth of the autonomizing movement for schools and students, and the high accountability of teachers regarding their chosen practices and the results obtained, it is vital to adopt analytical measures that allow teachers to evaluate their performance and their position towards their students and school. For student teachers and early career teachers, reflection is an indispensable tool to develop indispensable practical teaching mastery. Weaving reflections based on the works of Donald Schön, who argued that reflection is fundamentally relevant to the processes of learning and internship, we present the description of our practicum activities at Escola Básica 2+3 Dr. António Augusto Louro. This report is focused on an eighth-grade class, whom we had taught in seventh grade as well, and instrumentalizes the domain “Renaissance, Reformation and Counter-Reformation”. It emphasizes the significance of reflective practices on our didactic choices, classroom resource production, class management, moderation of civics-promoting activities, and the development of our teacher identity. Throughout this work we also endeavour to make clear the ways in which our teaching choices were influenced by a very diverse group of authors working in the field of education. From Bruner to Vygotsky, then through the works of Cambourne and Johnson, all writers in the field of general education, we move our reading forward into the works of Barca, Gago, Ribeiro, VanSledright, Van Boxtel and Van Drie, whose investigation in the field of learning History as a subject was instrumental to our understanding. When it comes to the production and didactics of resources and historical documents, we referenced the works of Collins and Smith, Wineburg, Glenberg and Langston, Verdi and Kulhavy, Merk and Schwan, as well as Walldein and Larsson, always seeking to complement our reflective practices with relevant contemporary research on good teaching practices and the correct use of teaching resources.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de História no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2023, Universidade de Lisboa, Instituto de Educação
Keywords
Ensino reflexivo História - Estudo e ensino Cidadania Desenvolvimento das competências Reflexão crítica Trabalho de grupo Relatórios da prática de ensino supervisionada - 2023