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Abstract(s)
O seguinte Relatório Final de Estágio foi realizado no âmbito do 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 e desenvolve-se em duas partes principais.
A primeira parte apresenta uma contextualização das Práticas de Ensino Supervisionadas ao longo deste ciclo de estudos, seguida de uma caracterização e posterior reflexão crítica das práticas desenvolvidas, tendo por base o Despacho 16034/2010, de 22 de outubro, nomeadamente os Padrões de Desempenho Docente.
Na segunda parte do relatório concretiza-se o trabalho de investigação, tendo como objetivos identificar as percepções de alunos do 6.º ano, no ano letivo de 2023/2024, sobre leitura, escrita e gramática e analisar o impacto de uma proposta didática integrada nesses domínios. Este projeto assume uma abordagem qualitativa, numa metodologia de estudo de caso e utiliza instrumentos de recolha de dados como inquéritos por questionário e observação participante. A proposta didática implementada incluiu atividades centradas na obra Achimpa, de Catarina Sobral, e promoveu etapas de planificação, textualização e revisão, além da utilização de recursos digitais como o StoryJumper
Os resultados revelam que os alunos percecionam a leitura como uma experiência emocional e criativa, mas pouco associada à aprendizagem. A escrita foi considerada criativa, embora alguns a percebam como cansativa. A gramática foi reconhecida como essencial para a coesão textual, apesar de lacunas práticas. A proposta didática demonstrou eficácia em envolver os alunos, estimular a criatividade e a colaboração, evidenciando que estratégias inovadoras são fundamentais para aprendizagens significativas e melhorar a relação dos participantes com a leitura, escrita e gramática.
The following Final Report of Internship was carried out within the framework of the Master in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education and develops in two main parts. The first part presents a contextualization of the Supervised Teaching Practices throughout this cycle of studies, followed by a characterization and subsequent critical reflection of the practices developed, based on Despacho 16034/2010, of October 22, namely the Teaching Performance Standards. In the second part of the report, the research work is carried out with the objectives of identifying the perceptions of 6th grade students, in the 2023/2024 school year, on reading, writing and grammar and analyzing the impact of an integrated teaching proposal in these areas. This project takes a qualitative approach, using case study methodology and uses data collection tools such as questionnaire surveys and participant observation. The didactic proposal implemented included activities centered on the work Achimpa, by Catarina Sobral, and promoted stages of planning, texturing and revision, as well as the use of digital resources such as StoryJumper. The results reveal that students perceive reading as an emotional and creative experience, but little associated with learning. The writing was considered creative, although some perceive it as tiresome. Grammar was recognized as essential for textual cohesion, despite practical gaps. The didactic proposal demonstrated effectiveness in engaging students, stimulating creativity and collaboration, showing that innovative strategies are fundamental for meaningful learning and improving the relationship of participants with reading, writing and grammar.
The following Final Report of Internship was carried out within the framework of the Master in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education and develops in two main parts. The first part presents a contextualization of the Supervised Teaching Practices throughout this cycle of studies, followed by a characterization and subsequent critical reflection of the practices developed, based on Despacho 16034/2010, of October 22, namely the Teaching Performance Standards. In the second part of the report, the research work is carried out with the objectives of identifying the perceptions of 6th grade students, in the 2023/2024 school year, on reading, writing and grammar and analyzing the impact of an integrated teaching proposal in these areas. This project takes a qualitative approach, using case study methodology and uses data collection tools such as questionnaire surveys and participant observation. The didactic proposal implemented included activities centered on the work Achimpa, by Catarina Sobral, and promoted stages of planning, texturing and revision, as well as the use of digital resources such as StoryJumper. The results reveal that students perceive reading as an emotional and creative experience, but little associated with learning. The writing was considered creative, although some perceive it as tiresome. Grammar was recognized as essential for textual cohesion, despite practical gaps. The didactic proposal demonstrated effectiveness in engaging students, stimulating creativity and collaboration, showing that innovative strategies are fundamental for meaningful learning and improving the relationship of participants with reading, writing and grammar.
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Keywords
Leitura Escrita Gramática Proposta didática e 2.º Ciclo do Ensino Básico Reading Writing Grammar Didactic proposal and second cycle of basic education