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Abstract(s)
O presente Relatório Final de Estágio − desenvolvido no âmbito das unidades curriculares de Práticas do Ensino Supervisionada que incorpora em si o Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico − integra duas vertentes. Assim, abarca os estágios realizados nos primeiros dois semestres do mestrado, atinentes à Prática de Ensino Supervisionada no 1.º Ciclo do Ensino Básico (1.º CEB); e os últimos dois semestres relativos à Prática Supervisionada no 2.º Ciclo do Ensino Básico (2.º CEB) em Português e História e Geografia de Portugal, nomeadamente no 6.º ano de escolaridade.
Na primeira parte do relatório, priorizam-se a abordagem e a contextualização dos estágios desenvolvidos, efetuando uma breve caracterização das turmas e das instituições, bem como uma apreciação crítica sobre as competências adquiridas em cada uma delas, a fim de desenvolver um ensino de qualidade, devidamente fundamentada nos documentos oficiais, atualmente em vigor. Por seu turno, a segunda parte do relatório centra-se no processo investigativo a partir da seguinte questão: De que forma o estudo dos espaços representados na obra ficcional Rosa, minha irmã Rosa (1979), de Alice Vieira, pode contribuir para o desenvolvimento de competências interpretativas em alunos do 2.º Ciclo? Neste sentido, a presente investigação procura estabelecer um percurso analítico de leitura da referida obra com o intuito de, através de diretrizes críticas espaciais – com privilégio para a Topoanálise −, em conjunto com as propostas de atividades lúdico-educacionais, praticadas em sala de aula, desenvolver, no referido corpo discente, competências multímodas de leitura. Desta forma, no decorrer do trabalho, optou-se por uma metodologia de investigação qualitativa, através de observações participantes, confeção de fichas de trabalho, construção de atividades pedagógicas, orientadas a partir da constatação de dificuldades apresentadas pelos alunos do 6.º G ao longo do estudo. Pelos resultados obtidos, verifica-se que a posse do material específico e o apoio direcionado à necessária prática, paulatinamente, foi proporcionando, aos alunos uma, desenvoltura compreensiva e o aprimoramento da consciência crítica em relação aos textos abordados, tornando-os, assim, indivíduos mais íntegros e preparados para o exercício de uma cidadania ativa.
This Final Internship Report - developed within the scope of the Supervised Teaching Practices curricular units that incorporates the Master in Teaching of the 1st Cycle of Basic Education (Primary School) and in, Portuguese, History and Portuguese Geography in the 2nd Cycle of Basic Education – integrates two strands. Thus, it covers the internships carried out in the first two semesters of the master's degree, related to the Supervised Teaching Practice in the 1st Cycle of Basic Education (1st CEB); and the last two semesters on Supervised Practice in the 2nd Cycle of Basic Education (2nd CEB) in Portuguese , History and Portuguese Geography, namely in the 6th grade. In the first part of the report, priority was given to the approach and contextualization of the internships developed, giving a characterizing the classes and institutions, as well as a critical appraisal of the competencies acquired in each of them, in order to develop quality teaching, duly substantiated in the official documents currently in force. In due course, the second part of the report focuses on the investigative process based on the following question: How can the study of the spaces represented in the fictional work “Rosa, minha irmã Rosa”( Rose , my sister Rose) (1979), by Alice Vieira, may contribute to the development of interpretative skills in students of these cycles? In this sense, the present investigation is constituted by establishing an analytical reading path of the referred book with the intention of, through spatial critical guidelines - in benefit of Topoanalysis -, together with the proposals of ludoeducational activities practiced in the classroom, to develop in the student group, quantative and qualitatively, their interpretative reading skills. Thus, during the work, we have opted for a qualitative research methodology, through participant observations, preparation of worksheets, construction of pedagogical activities, guided from the observation of difficulties presented by students throughout the study. The obtained results show us that the possession of the adequated material and the direct support to the necessary practice, gradually, provides comprehensive resourcefulness and improvement of the critical conscience in relation to the texts approached. As a result, they become more righteous and prepared individuals for life in society.
This Final Internship Report - developed within the scope of the Supervised Teaching Practices curricular units that incorporates the Master in Teaching of the 1st Cycle of Basic Education (Primary School) and in, Portuguese, History and Portuguese Geography in the 2nd Cycle of Basic Education – integrates two strands. Thus, it covers the internships carried out in the first two semesters of the master's degree, related to the Supervised Teaching Practice in the 1st Cycle of Basic Education (1st CEB); and the last two semesters on Supervised Practice in the 2nd Cycle of Basic Education (2nd CEB) in Portuguese , History and Portuguese Geography, namely in the 6th grade. In the first part of the report, priority was given to the approach and contextualization of the internships developed, giving a characterizing the classes and institutions, as well as a critical appraisal of the competencies acquired in each of them, in order to develop quality teaching, duly substantiated in the official documents currently in force. In due course, the second part of the report focuses on the investigative process based on the following question: How can the study of the spaces represented in the fictional work “Rosa, minha irmã Rosa”( Rose , my sister Rose) (1979), by Alice Vieira, may contribute to the development of interpretative skills in students of these cycles? In this sense, the present investigation is constituted by establishing an analytical reading path of the referred book with the intention of, through spatial critical guidelines - in benefit of Topoanalysis -, together with the proposals of ludoeducational activities practiced in the classroom, to develop in the student group, quantative and qualitatively, their interpretative reading skills. Thus, during the work, we have opted for a qualitative research methodology, through participant observations, preparation of worksheets, construction of pedagogical activities, guided from the observation of difficulties presented by students throughout the study. The obtained results show us that the possession of the adequated material and the direct support to the necessary practice, gradually, provides comprehensive resourcefulness and improvement of the critical conscience in relation to the texts approached. As a result, they become more righteous and prepared individuals for life in society.
Description
Keywords
Ensino Formação do indivíduo Literatura Infanto-juvenil Espaço Topoanálise Teaching Formation of the individual Juvenile literature Space Topoanalysis