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As Práticas de Ensino Supervisionadas I, II e III foram essenciais para termos, em contexto de sala de aula, uma visão real da forma como estas se desenvolvem, nomeadamente em PES I onde foi possível fazermos uma correta observação do contexto de sala de aula ao longo de um semestre. Foi possível observar as aulas da Professora Cooperante e retirarmos as devias reflexões e conclusões. Em PES II e III, a prática de ensino foi de lecionação em sala de aula durante um ano letivo, divididos pelas disciplinas de Educação Visual e de Educação Tecnológica nos dois semestres, preparou-nos assim de uma forma real e estruturada para a lecionação das Aprendizagens Essenciais em contexto de sala de aula fundamentais para uma correta integração enquanto futuro professor. Pretendemos com o projeto de investigação questionar professores de Educação Visual do 2.º Ciclo do Ensino Básico, sobre a Globalização das Aprendizagens na sala de aula. Partimos de um estudo exploratório através de um questionário sobre as aprendizagens, em que a questão de investigação, a partir da qual se criou o questionário foi, qual a opinião dos professores sobre a existência da globalização das aprendizagens na lecionação da disciplina de Educação Visual? Pretendemos desta forma entender e perceber se a globalização das aprendizagens está ou não presente nas salas de aula de Educação Visual e como é que os professores inquiridos lecionam ao longo do ano a disciplina, tendo em conta uma padronização ou não do ensino. Os dados qualitativos e quantitativos obtidos devidamente cruzados com autores de referências sobre esta temática, possibilitaram-nos uma leitura e uma análise sobre a globalização das aprendizagens nas salas de aula dos professores inquiridos, observando em alguns momentos uma padronização e uma globalização das aprendizagens na lecionação ao longo do ano letivo em curso, como também numa repetição dos projetos desenvolvidos ao longo dos anos.
The Supervised Teaching Practices I, II and III (PES I, II and III) were essential for us to have, in the classroom context, a real vision of how they develop, namely in PES I where it was possible to make a correct observation of the classroom context over a semester, it was possible to observe the Cooperating Teacher's classes and draw the necessary reflections and conclusions. In PES II and III, the teaching practice was teaching in the classroom during a school year, divided by the disciplines of Visual Education and Technological Education in the two semesters, thus preparing us in a real and structured way for the teaching of Learning Essential in the classroom context, fundamental for a correct integration as a future teacher. With this research project, we intend to question some teachers of Visual Education in the 2nd Cycle of Basic Education, about the Globalization of Learning in the classroom. We started with an exploratory study through a questionnaire about learning, in which the research question, from which the questionnaire was created, was, what is the opinion of teachers about the existence of globalization of learning in the teaching of Visual Education? In this way, we intend to understand and understand whether or not the globalization of learning is present in Visual Education classrooms and how the surveyed teachers teach the discipline throughout the year, taking into account whether or not teaching is standardized. The qualitative and quantitative data obtained, duly crossed with authors of references on this subject, allowed us to read and analyze the globalization of learning in the classrooms of the teachers surveyed, observing at times a standardization and globalization of learning in teaching throughout the current academic year, as well as in a repetition of the projects developed over the years.
The Supervised Teaching Practices I, II and III (PES I, II and III) were essential for us to have, in the classroom context, a real vision of how they develop, namely in PES I where it was possible to make a correct observation of the classroom context over a semester, it was possible to observe the Cooperating Teacher's classes and draw the necessary reflections and conclusions. In PES II and III, the teaching practice was teaching in the classroom during a school year, divided by the disciplines of Visual Education and Technological Education in the two semesters, thus preparing us in a real and structured way for the teaching of Learning Essential in the classroom context, fundamental for a correct integration as a future teacher. With this research project, we intend to question some teachers of Visual Education in the 2nd Cycle of Basic Education, about the Globalization of Learning in the classroom. We started with an exploratory study through a questionnaire about learning, in which the research question, from which the questionnaire was created, was, what is the opinion of teachers about the existence of globalization of learning in the teaching of Visual Education? In this way, we intend to understand and understand whether or not the globalization of learning is present in Visual Education classrooms and how the surveyed teachers teach the discipline throughout the year, taking into account whether or not teaching is standardized. The qualitative and quantitative data obtained, duly crossed with authors of references on this subject, allowed us to read and analyze the globalization of learning in the classrooms of the teachers surveyed, observing at times a standardization and globalization of learning in teaching throughout the current academic year, as well as in a repetition of the projects developed over the years.
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Keywords
Globalização das aprendizagens Educação Visual Globalization of learning Visual education