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Abstract(s)
Este ano de estágio realizado na Escola Básica e Secundária Gama Barros,
permitiu que eu realizasse diversas reflexões sobre o meu desempenho em aula, o que
no meu entender foi um fator fundamental para que eu desenvolvesse diversas
competências, umas que ainda não estavam adquiridas e outras que eu não conseguia
identificar como lacunas a serem trabalhadas. A escolha da modalidade de voleibol no
desporto escolar e a interação com os alunos com deficiência desta escola, surgiu com
esse mesmo objetivo, procurar desenvolver competências que ainda não estavam
adquiridas e aprender mais sobre uma matéria que não dominava.
O sucesso e a aprendizagem dos alunos, foi algo que sempre me suscitou
bastante interesse durante este ano de estágio, daí ter estudado o fenómeno da
retenção escolar. Os resultados do relatório PISA de 2012 são bastante preocupantes,
uma vez que cerca de 35% dos jovens portugueses com 15 anos já ficaram retidos pelo
menos uma vez, contra a média da OCDE de 13%, e mais de 7,5% apresentam no seu
percurso escolar mais de uma retenção.
Quanto à relação com a comunidade de realçar que coadjuvei a direção de turma
e organizei e planeei uma visita de estudo ao Bounce.
This year of internship in the Basic and Secondary School Gama Barros enabled me to realize several reflections about my performance during the classes, thus being a fundamental aspect for me for the development of a few novel skills, some of them not acquired yet, others completely unknown and even the ones that I was not able to identify as errors to be corrected. Whit this aim, I have chosen volleyball in the school’s sports and the interaction with students with some deficiencies helped to develop those skills. During this year, the triumph and learning of the students was something that revealed interesting for me and that is why I studied the phenomenon of school retention. The worrying results from the PISA report’s in 2012 revealed that around 35% of the young portuguese students with 15 years stayed retained at least once, against the average of OCDE of 13%, and more than 7,5% show in their school curriculum more than one retention. Regarding the relation with community, it should be highlighted that I supported the direction of the students as well as the organization and planning of a field trip.
This year of internship in the Basic and Secondary School Gama Barros enabled me to realize several reflections about my performance during the classes, thus being a fundamental aspect for me for the development of a few novel skills, some of them not acquired yet, others completely unknown and even the ones that I was not able to identify as errors to be corrected. Whit this aim, I have chosen volleyball in the school’s sports and the interaction with students with some deficiencies helped to develop those skills. During this year, the triumph and learning of the students was something that revealed interesting for me and that is why I studied the phenomenon of school retention. The worrying results from the PISA report’s in 2012 revealed that around 35% of the young portuguese students with 15 years stayed retained at least once, against the average of OCDE of 13%, and more than 7,5% show in their school curriculum more than one retention. Regarding the relation with community, it should be highlighted that I supported the direction of the students as well as the organization and planning of a field trip.
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Keywords
Aprendizagem Avaliacao formativa Clima relacional Diferenciacao Feedback Inclusao Integracao Motivacao Processo ensino-aprendizagem Retencao escolar Differentiation Feedback Formative evaluation Inclusion Integration Learning Learning process Motivation Relational climate School retention