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Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
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O presente Relatório Final de Estágio (RFE) encontra-se organizado em duas partes complementares. A primeira parte incide sobre uma reflexão crítica das Práticas de Ensino Supervisionadas desenvolvidas no 1.º e no 2.º Ciclo do Ensino Básico, permitindo analisar o percurso formativo e a construção progressiva da identidade profissional docente. Esta reflexão evidencia a importância da planificação e da reflexão sistemática sobre a prática, bem como a necessidade de adequar as estratégias de ensino à diversidade sociocultural e educativas dos alunos. As experiências vividas nos dois ciclos reforçaram uma visão da docência centrada na promoção de ambientes inclusivos, no envolvimento ativo dos alunos e na valorização de metodologias que favorecem aprendizagens significativas, em consonância com as Aprendizagens Essenciais e os princípios da interdisciplinaridade.
A segunda parte do RFE corresponde ao trabalho de investigação, desenvolvido no âmbito das Práticas de Ensino Supervisionadas no 2.º CEB, com uma turma do 5.º ano composta por 16 alunos do distrito de Viseu, caracterizada por um perfil sociocultural diversificado e por dificuldades prévias na disciplina de Matemática. A investigação teve como objetivo compreender de que forma a integração das artes plásticas nas aulas de Matemática poderia promover aprendizagens significativas em Geometria e potenciar o envolvimento dos alunos. A questão-problema que orientou a investigação foi: “Como é que os contextos associados à Arte podem promover aprendizagens significativas em Geometria, potenciando o envolvimento dos alunos do 5.º ano do Ensino Básico?”
Adotou-se uma metodologia qualitativa, de natureza exploratória, sob a forma de estudo de caso, que envolveu a implementação de quatro tarefas artísticas articuladas com conteúdo de Geometria. A recolha de dados baseou-se em notas de campo, pré e pós-testes e fichas de autoavaliação dos alunos. A análise dos dados revelou que a contextualização artística favoreceu a compreensão dos conceitos geométricos, aumentou o envolvimento nas tarefas e contribuiu para o desenvolvimento de atitudes mais positivas face à Matemática, nomeadamente ao nível da confiança e da autoestima matemática.
De forma global, as conclusões do RFE evidenciam o potencial da integração da Arte como mediadora do pensamento matemático, capaz de transformar dificuldades em oportunidades de aprendizagem, promovendo metodologias ativas e aprendizagens significativas. A investigação reforça ainda a importância de adaptar as tarefas aos contextos reais dos alunos, valorizando a diversidade cultural e as necessidades específicas da turma como elementos fundamentais para a construção de aprendizagens mais duradouras.
The present Final Internship Report (RFE) is organised into two complementary parts. The first part focuses on a critical reflection on the Supervised Teaching Practice carried out in the 1st and 2nd Cycles of Basic Education, allowing for an analysis of the training pathway and the progressive construction of a professional teaching identity. This reflection highlights the importance of lesson planning and systematic reflection on practice, as well as the need to adapt teaching strategies to the sociocultural and educational diversity of students. The experiences developed across both cycles reinforced a view of teaching centred on the promotion of inclusive learning environments, active student engagement, and the use of methodologies that foster meaningful learning, in line with the Essential Learning Outcomes and the principles of interdisciplinarity. The second part of the RFE corresponds to the research project, developed within the scope of the Supervised Teaching Practice in the 2nd Cycle of Basic Education, with a 5th-grade class composed of 16 students from the district of Viseu, characterised by a diverse sociocultural profile and prior difficulties in Mathematics. The aim of the study was to understand how the integration of visual arts into Mathematics lessons could promote meaningful learning in Geometry and enhance student engagement. The research was guided by the following problem question: “How can contexts associated with Art promote meaningful learning in Geometry, enhancing the engagement of 5th-grade students in Basic Education?” A qualitative, exploratory methodology was adopted, in the form of a case study, involving the implementation of four artistic tasks articulated with Geometry content. Data collection was based on field notes, pre- and post-tests, and student self-assessment forms. Data analysis revealed that artistic contextualisation supported a deeper understanding of geometric concepts, increased engagement in tasks, and contributed to the development of more positive attitudes towards Mathematics, particularly in terms of confidence and mathematical self-esteem. Overall, the conclusions of the RFE highlight the potential of Art integration as a mediator of mathematical thinking, capable of transforming difficulties into learning opportunities and promoting active methodologies and meaningful learning. The study also reinforces the importance of adapting tasks to students’ real-life contexts, valuing cultural diversity and the specific needs of the class as fundamental elements in the construction of more lasting learning outcomes.
The present Final Internship Report (RFE) is organised into two complementary parts. The first part focuses on a critical reflection on the Supervised Teaching Practice carried out in the 1st and 2nd Cycles of Basic Education, allowing for an analysis of the training pathway and the progressive construction of a professional teaching identity. This reflection highlights the importance of lesson planning and systematic reflection on practice, as well as the need to adapt teaching strategies to the sociocultural and educational diversity of students. The experiences developed across both cycles reinforced a view of teaching centred on the promotion of inclusive learning environments, active student engagement, and the use of methodologies that foster meaningful learning, in line with the Essential Learning Outcomes and the principles of interdisciplinarity. The second part of the RFE corresponds to the research project, developed within the scope of the Supervised Teaching Practice in the 2nd Cycle of Basic Education, with a 5th-grade class composed of 16 students from the district of Viseu, characterised by a diverse sociocultural profile and prior difficulties in Mathematics. The aim of the study was to understand how the integration of visual arts into Mathematics lessons could promote meaningful learning in Geometry and enhance student engagement. The research was guided by the following problem question: “How can contexts associated with Art promote meaningful learning in Geometry, enhancing the engagement of 5th-grade students in Basic Education?” A qualitative, exploratory methodology was adopted, in the form of a case study, involving the implementation of four artistic tasks articulated with Geometry content. Data collection was based on field notes, pre- and post-tests, and student self-assessment forms. Data analysis revealed that artistic contextualisation supported a deeper understanding of geometric concepts, increased engagement in tasks, and contributed to the development of more positive attitudes towards Mathematics, particularly in terms of confidence and mathematical self-esteem. Overall, the conclusions of the RFE highlight the potential of Art integration as a mediator of mathematical thinking, capable of transforming difficulties into learning opportunities and promoting active methodologies and meaningful learning. The study also reinforces the importance of adapting tasks to students’ real-life contexts, valuing cultural diversity and the specific needs of the class as fundamental elements in the construction of more lasting learning outcomes.
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Matemática Geometria 2.º Ciclo do Ensino Básico Arte Aprendizagem Significativa Interdisciplinaridade Mathematics Geometry 2nd Cycle of Basic Education Art Meaningful Learning