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Advisor(s)
Abstract(s)
É indiscutível a importância do estágio na formação docente, pois, além dos aspetos sociais, pelo potenciar do desenvolvimento pessoal, também permite um primeiro contacto com a realidade da profissão. O estágio é o culminar da formação académica. O relatório final de estágio tem como objetivo descrever o percurso académico da estagiária durante o período de observação, bem como do seu percurso nas Práticas de Ensino Supervisionadas (PES) I, II, III, numa Escola Básica de Lisboa. O contacto com a prática de ensino permitiu à estagiária adquirir, trabalhar, desenvolver e aperfeiçoar as suas competências pedagógicas, as suas capacidades de interação e desenvolvimento pessoal, para exercer futuramente a função de docente. Nesse sentido, facilitou momentos de interação com toda a comunidade escolar, inclusive com os colegas de profissão e principalmente com os alunos, o público-alvo. O estágio permitiu uma abordagem profissional mais eficaz e realista do processo de ensinoaprendizagem. O presente relatório apresenta uma reflexão crítica sobre as práticas em contexto escolar, tendo em conta as várias etapas vivenciadas pela estagiária durante os três semestres do curso de Mestrado em Educação Visual e Tecnológica do Ensino Básico. O documento está organizado em duas partes fundamentais, a saber: reflexão sobre as PES I, PES II, PES III; a segunda é destinada ao trabalho de investigação desenvolvido ao longo dos dois anos de mestrado. Todos os componentes desta reflexão estão relacionados com as práticas implementadas no contexto do EB. A reflexão contempla o enquadramento das PES, o local de estágio, os alunos/turma e os projetos finais relativos às práticas nas PES II e PES III, em contexto de sala de aula, nas disciplinas de Educação Visual e Tecnológica (EV-ET). Este relatório apresenta em perspetiva as principais competências que permitem capacitar os professores de EV e de ET e, ao mesmo tempo, pretende demonstrar a forma como estes contribuem para o desenvolvimento da motricidade fina, visual e plástica dos alunos e ainda para potenciar a sensibilidade estética e artística pelas diferentes circunstâncias culturais, segundo as aprendizagens essenciais definidas pelo Ministério da Educação (MEC). No que concerne à componente referente ao projeto de investigação, foram formulados os seguintes objetivos: i) analisar o envolvimento dos alunos com problemas de desenvolvimento e aprendizagem em atividades de expressão da criatividade através de técnicas de Arteterapia, na prática pedagógica de EV; ii) aferir o nível de participação e inclusão escolar de alunos com problemas de desenvolvimento e aprendizagem, no âmbito de atividades de Arterapia, na disciplina de EV. A metodologia utilizada foi de caráter qualitativa, e exploratória, que incidiu sobre uma amostra de seis alunos da disciplina de Educação Visual do 6.º ano, três alunos com problemas de desenvolvimento e aprendizagem/ Necessidades de Saúde Especiais (NSE) e três alunos sem problemas específicos. Os instrumentos utilizados foram a Observação Naturalista e a Escala de Envolvimento de Leuven (Laevers, 1994). Os principais resultados obtidos permitem concluir que a Arteterapia potenciou o envolvimento e a participação nas atividades, bem como um aumento nas interações entre pares e promotora de inclusão. Neste sentido, a Arteterapia apresenta-se como uma oferta pedagógica, uma ferramenta educativa, com terreno privilegiado nas aulas de EV, que apela para a aceitação das diversidades. Estas são algo natural e benéfico e não um motivo de exclusão, o que contribuí para suprimir as suas carências, necessidades físicas e de saúde, bem como para desenvolver capacidades e competências.
The importance of the internship in teacher training is indisputable, as, in addition to the social aspects, by enhancing personal development, it also allows a first contact with the reality of the profession. The internship is the culmination of academic training. The final internship report aims to describe the intern's academic path during the observation period, as well as her path in Supervised Teaching Practices (PES) I, II, III, in a Basic School in Lisbon. The contact with teaching practice allowed the intern to acquire, work, develop and perfect her pedagogical skills, her interaction skills and personal development, so that she could work as a teacher in the future. In this sense, it facilitated moments of interaction with the entire school community, including professional colleagues and especially with students, the target audience. The internship allowed for a more effective and realistic professional approach to the teaching-learning process. This report presents a critical reflection on practices in the school context, taking into account the various stages experienced by the intern during the three semesters of the Master's course in Visual and Technological Education in Basic Education. The document is organized into two fundamental parts, namely: reflection on PES I, PES II, PES III; the second is intended for the research work carried out over the two years of the master's degree. All components of this reflection are related to the practices implemented in the context of EB. The reflection contemplates the framework of the PES, the internship location, the students/class and the final projects related to the practices in the PES II and PES III, in the context of the classroom, in the disciplines of Visual and Technological Education (EV-ET) . This report presents in perspective the main competences that enable VE and ET teachers to be trained and, at the same time, intends to demonstrate how they contribute to the development of fine, visual and plastic motor skills in students and also to enhance aesthetic sensitivity and artistic by different cultural circumstances, according to the essential learning defined by the Ministry of Education (MEC). With regard to the component referring to the investigation project, the following objectives were formulated: i) to analyze the involvement of students with development and learning problems in activities of expression of creativity through Art Therapy techniques, in the pedagogical practice of VE; ii) assess the level of participation and school inclusion of students with development and learning problems, within the scope of Artherapy activities, in the VE discipline. The methodology used was of a qualitative and exploratory nature, which focused on a sample of six students of the 6th grade Visual Education subject, three students with developmental and learning problems/Special Health Needs (SNS) and three students without specific problems. The instruments used were the Naturalistic Observation and the Leuven Involvement Scale (Laevers, 1994). The main results obtained allow us to conclude that Art Therapy enhanced the involvement and participation in activities, as well as an increase in interactions between peers and promoting inclusion. In this sense, Art Therapy presents itself as a pedagogical offer, an educational tool, with privileged terrain in VE classes, which calls for the acceptance of diversities. These are something natural and beneficial and not a reason for exclusion, which contributes to eliminating their shortcomings, physical and health needs, as well as to developing skills and competences.
The importance of the internship in teacher training is indisputable, as, in addition to the social aspects, by enhancing personal development, it also allows a first contact with the reality of the profession. The internship is the culmination of academic training. The final internship report aims to describe the intern's academic path during the observation period, as well as her path in Supervised Teaching Practices (PES) I, II, III, in a Basic School in Lisbon. The contact with teaching practice allowed the intern to acquire, work, develop and perfect her pedagogical skills, her interaction skills and personal development, so that she could work as a teacher in the future. In this sense, it facilitated moments of interaction with the entire school community, including professional colleagues and especially with students, the target audience. The internship allowed for a more effective and realistic professional approach to the teaching-learning process. This report presents a critical reflection on practices in the school context, taking into account the various stages experienced by the intern during the three semesters of the Master's course in Visual and Technological Education in Basic Education. The document is organized into two fundamental parts, namely: reflection on PES I, PES II, PES III; the second is intended for the research work carried out over the two years of the master's degree. All components of this reflection are related to the practices implemented in the context of EB. The reflection contemplates the framework of the PES, the internship location, the students/class and the final projects related to the practices in the PES II and PES III, in the context of the classroom, in the disciplines of Visual and Technological Education (EV-ET) . This report presents in perspective the main competences that enable VE and ET teachers to be trained and, at the same time, intends to demonstrate how they contribute to the development of fine, visual and plastic motor skills in students and also to enhance aesthetic sensitivity and artistic by different cultural circumstances, according to the essential learning defined by the Ministry of Education (MEC). With regard to the component referring to the investigation project, the following objectives were formulated: i) to analyze the involvement of students with development and learning problems in activities of expression of creativity through Art Therapy techniques, in the pedagogical practice of VE; ii) assess the level of participation and school inclusion of students with development and learning problems, within the scope of Artherapy activities, in the VE discipline. The methodology used was of a qualitative and exploratory nature, which focused on a sample of six students of the 6th grade Visual Education subject, three students with developmental and learning problems/Special Health Needs (SNS) and three students without specific problems. The instruments used were the Naturalistic Observation and the Leuven Involvement Scale (Laevers, 1994). The main results obtained allow us to conclude that Art Therapy enhanced the involvement and participation in activities, as well as an increase in interactions between peers and promoting inclusion. In this sense, Art Therapy presents itself as a pedagogical offer, an educational tool, with privileged terrain in VE classes, which calls for the acceptance of diversities. These are something natural and beneficial and not a reason for exclusion, which contributes to eliminating their shortcomings, physical and health needs, as well as to developing skills and competences.
Description
Keywords
Inclusão Prática Pedagógica Educação Visual (Ev) e Tecnológica (Et) Arteterapia Desenvolvimento Aprendizagem Inclusion Pedagogical Practice Visual (VS) and Technological Education (TE) Art Therapy Development Learning