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O presente Relatório Final de Estágio, integrado no Mestrado de Ensino de Educação Visual e Educação Tecnológica no Ensino Básico, realizado na Escola Superior de Educação (ESEV), contribuiu para a formação e qualificação profissional para a docência. Este encontra-se dividido em duas partes fundamentais, a primeira dedicada à reflexão crítica sobre as Práticas de Ensino Supervisionadas I (PES I), II (PES II) e III (PES III), essenciais para a formação de professores e a segunda parte ao trabalho de investigação intitulado (In)disciplina? Estar e agir na sala de aula de Educação Visual e Educação Tecnológica. As práticas de ensino, em contexto educativo, tornam-se fundamentais na aquisição de competências essenciais para a lecionação das disciplinas de Educação Visual (EV) e Educação Tecnológica (ET) e para a fomentação de um pensamento crítico-reflexivo face às realidades apresentadas. Relativamente ao projeto de investigação, colocou-se a pergunta de partida “Que estratégias podem ser aplicadas para diminuir situações de indisciplina nas aulas de EV e ET?”. Para responder a esta pergunta foram definidos vários objetivos de investigação e utilizada a metodologia de investigação-ação na implementação de uma Unidade de Trabalho nas disciplinas EV e de ET. Através desta metodologia pretendeu-se promover mudanças no ambiente de sala de aula. Assim, foi possível retirar várias conclusões, entre as quais se destaca o contributo de atividades para ocupar os tempos mortos da aula, no sentido de prevenir situações de indisciplina nas aulas de EV e ET. Por fim, é de salientar a importância de todo o processo formativo, para o exercício da profissão docente de forma autónoma e consciente.
This Final Internship Report, integrated in the Master of Teaching Visual Education and Technological Education in Basic Education, carried out at the School of Education (ESEV), contributed to the training and professional qualification for teaching. This is divided into two fundamental parts, the first dedicated to critical reflection on Supervised Teaching Practices I (STP I), II (STP II) and III (STP III), essential for teacher training and the second part to the research work entitled (In)discipline? Being and acting in the Visual Education and Technological Education classroom. The teaching practices, in an educational context, become fundamental in the acquisition of essential skills for the teaching of the Visual Education (VE) and Technological Education (TE) subjects and for the promotion of a critical-reflective thinking towards the realities presented. Regarding the research project, the starting question was: "What strategies can be applied to decrease indiscipline situations in VE and TE classes? To answer this question, several research objectives were defined and the action research methodology was used in the implementation of a Work Unit in the VE and TE subjects. Through this methodology we intended to promote changes in the classroom environment. Thus, it was possible to draw several conclusions, among which we highlight the contribution of activities to occupy the downtime of the class, in order to prevent situations of indiscipline in the VE and TE classes. Finally, it is worth emphasizing the importance of the whole formative process for the exercise of the teaching profession in an autonomous and conscious way.
This Final Internship Report, integrated in the Master of Teaching Visual Education and Technological Education in Basic Education, carried out at the School of Education (ESEV), contributed to the training and professional qualification for teaching. This is divided into two fundamental parts, the first dedicated to critical reflection on Supervised Teaching Practices I (STP I), II (STP II) and III (STP III), essential for teacher training and the second part to the research work entitled (In)discipline? Being and acting in the Visual Education and Technological Education classroom. The teaching practices, in an educational context, become fundamental in the acquisition of essential skills for the teaching of the Visual Education (VE) and Technological Education (TE) subjects and for the promotion of a critical-reflective thinking towards the realities presented. Regarding the research project, the starting question was: "What strategies can be applied to decrease indiscipline situations in VE and TE classes? To answer this question, several research objectives were defined and the action research methodology was used in the implementation of a Work Unit in the VE and TE subjects. Through this methodology we intended to promote changes in the classroom environment. Thus, it was possible to draw several conclusions, among which we highlight the contribution of activities to occupy the downtime of the class, in order to prevent situations of indiscipline in the VE and TE classes. Finally, it is worth emphasizing the importance of the whole formative process for the exercise of the teaching profession in an autonomous and conscious way.
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Keywords
e: Ambiente em sala de aula Educação Visual e Educação Tecnológica Disciplina Indisciplina Pensamento crítico-reflexivo Classroom Environment Visual and Technological Education Discipline Indiscipline Critical-reflective thinking