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Abstract(s)
O presente relatório de estágio tem como objetivo dar a conhecer o percurso desenvolvido
ao longo da Prática de Ensino Supervisionada (PES), no âmbito do Mestrado em Educação
Pré-Escolar (EPE) e Ensino do 1.º Ciclo do Ensino Básico (1.º CEB) focando, em especial,
os processos de formação desenvolvidos em contexto do 1.º ciclo do ensino básico (PES II)
e da educação pré-escolar (PES III).
A questão de investigação abordada na segunda parte do relatório foca a problemática dos
Trabalhos Para Casa (TPC) no 1.º Ciclo do Ensino Básico no âmbito da Matemática. O
estudo estabelece como objetivo saber quais são as perspetivas dos alunos e dos
pais/encarregados de educação (EE) acerca dos trabalhos para casa na área curricular de
Matemática e como as põem em prática.
O trabalho de campo decorreu numa escola do 1.º CEB da cidade de Viseu, tendo os dados
sido recolhidos através da aplicação de questionários aos alunos de duas turmas do 4º ano
de escolaridade, da realização de entrevistas a quatro pais/EE das respetivas turmas e de
registos, por parte das duas professoras das turmas referidas, de TPC realizados durante
um mês.
Este relatório de estágio mostra que os TPC são uma estratégia de ensino com larga
presença nas duas turmas estudadas, fazendo parte do quotidiano dos alunos e das suas
famílias. O tipo de TPC mais solicitado aos alunos na área curricular de Matemática passa
por aplicação de fichas de trabalho envolvendo cálculo algorítmico e também resolução de
problemas. O Português e a Matemática são as áreas curriculares em que os professores
solicitam mais vezes trabalhos para casa. Em geral, os alunos gostam de realizar os
trabalhos para casa e consideram-nos importantes para a sua aprendizagem. O estudo
também mostra que os pais/EE se envolvem ativamente no apoio ao trabalho dos alunos em
casa, apesar das dificuldades que experimentam nesse apoio.
The following report presents the work developed during the Supervised Teaching Practice (PES), within the framework of the Masters Degree in Early Childhood and Primary Education. It focus the professional learning developed in the two contexts: Primary Education (PES II) and Early Childhood Education (PES III). The question addressed research reflects about homework in the 1st cycle of basic education in the context of Mathematics in order to know what are the prospects of students and parents / guardians (EE) about the homework in the curriculum area of Mathematics and how they put them into practice. The work took place in the city of Viseu, in a primary school and the data were collected by conducting questionnaires to students in two classes of the 4th grade, interviews with four parents / EE of their classes and collection by the two teachers of these classes TPC held for a month. Throughout this stage report was verified that the TPC is a teaching strategy that prevails in this primary school and it is an active way as part of the daily everyday life of students and their families. The type of TPC most requested of the students in the area of Mathematics consists of worksheets involving algorithmic calculation and problem solving. Portuguese and Mathematicac are the curricular areas in which the teachers request more work for home. In general, students enjoy doing homework and consider it important for their learning. The study also shows that parents / EE are actively involved in supporting students' work at home, despite the difficulties they experience
The following report presents the work developed during the Supervised Teaching Practice (PES), within the framework of the Masters Degree in Early Childhood and Primary Education. It focus the professional learning developed in the two contexts: Primary Education (PES II) and Early Childhood Education (PES III). The question addressed research reflects about homework in the 1st cycle of basic education in the context of Mathematics in order to know what are the prospects of students and parents / guardians (EE) about the homework in the curriculum area of Mathematics and how they put them into practice. The work took place in the city of Viseu, in a primary school and the data were collected by conducting questionnaires to students in two classes of the 4th grade, interviews with four parents / EE of their classes and collection by the two teachers of these classes TPC held for a month. Throughout this stage report was verified that the TPC is a teaching strategy that prevails in this primary school and it is an active way as part of the daily everyday life of students and their families. The type of TPC most requested of the students in the area of Mathematics consists of worksheets involving algorithmic calculation and problem solving. Portuguese and Mathematicac are the curricular areas in which the teachers request more work for home. In general, students enjoy doing homework and consider it important for their learning. The study also shows that parents / EE are actively involved in supporting students' work at home, despite the difficulties they experience
Description
Keywords
Trabalhos para Casa 1.º Ciclo do Ensino Básico Área curricular de Matemática Homework primary education Mathematics
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu