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Num mundo cada vez mais desafiante, à escola é-lhe exigido que, além da construção de conhecimento, se centre na responsabilidade pessoal e social, na tolerância e no respeito. Neste contexto, torna-se determinante a conceção de recursos pedagógicos que privilegiem a aprendizagem por competências, que respeitem a diversidade da sociedade e que promovam a criatividade para a resolução de problemas complexos.
O Presente Relatório Final de Estágio, realizado na Escola Superior de Educação de Viseu – Instituto Politécnico de Viseu, elaborado no âmbito do curso de Mestrado em Ensino Pré-escolar e do 1ºCEB, respeita duas partes. A primeira parte, diz respeito às reflexões críticas, recorrendo a todo o material elaborado, por nós, ao longo das diversas Práticas de Ensino Supervisionadas (PES) e anos (Pré-escolar/ 1ºCEB), com o objetivo de refletir sobre as mesmas, como o próprio nome indica. Já a segunda parte procura expor o trabalho de investigação realizado que procurou analisar a perspetiva dos professores acerca da utilização de manuais escolares, que tipos de finalidades lhes atribuem e que constrangimentos identificam no seu uso.
Os manuais escolares assumem lugar de destaque no ensino desde há vários séculos, tendo alcançado um papel privilegiado, mas igualmente controverso entre a comunidade educativa. No 1º Ciclo do Ensino Básico os manuais escolares configuram, muitas vezes, o principalmente guia programático em sala de aula, inclusive, nas disciplinas de Matemática e Língua Portuguesa.
A presente investigação foi de caráter quantitativo, tendo por base um Questionário criado para o efeito. A amostra (N=23) foi constituída por Professores do 1º Ciclo do Ensino Básico e recolhida a partir de uma plataforma digital online. A maioria dos inquiridos situava-se na faixa etária entre os 41 e 50 anos (39,13%), sendo que 95,7% pertenciam ao sexo feminino.
Os principais resultados obtidos, para a totalidade da amostra, referiram-se à importância da utilização dos manuais escolares em sala de aula, acima de tudo, pelo seu papel informativo para os alunos e pela função de orientação programática com que contribuem para o trabalho dos professores. A evolução tecnológica, vivenciada nos dias de hoje, veio complementar a utilização dos manuais escolares com outros recursos didáticos, o que é igualmente um dos aspetos valorizados. Por fim, relativamente ao estado atual da reutilização de manuais escolares no 1º Ciclo do Ensino Básico, a maioria dos participantes considera-a desvantajosa, acima de tudo, por impedir a utilização plena do livro pelos alunos.
In an each more challenging world, is required of the school that, beyond the construction of knowledge, focuses on personal and social responsibility, tolerance and respect. In this context, becomes crucial the design of pedagogical resources that privilege competency-based learning, that respect the diversity of society and that promote creativity to solve complex problems. The present Final Internship Report, held at the Escola Superior de Educação de Viseu - Polytechnic Institute of Viseu, elaborated within the scope of the Master's course in Pre-school Education and the 1st CEB, respect two parts. The first part relates to critical reflections, using all the material prepared by us, over the various Supervised Teaching Practices (PES) and years (Pre / 1st CEB), with the aim of reflecting on the revisions, such as the name indicates. The second part seeks to expose the appropriate research work that analyzes the teachers' perspective on the use of school textbooks, what types of purposes they attribute to them and what constraints they identify in their use. School textbooks have assumed a prominent place in teaching since several centuries, having achieved a privileged but equally controversial role among the educational community. In the 1st Cycle of Basic Education, school manuals are often the main programmatic guide in the classroom, including in the subjects of Mathematics and Portuguese Language. The present investigation sought to analyze the teachers' perspective on the use of school textbooks, what types of purposes they attribute to them and what constraints they identify in their use. The study was of a quantitative character, based on a Questionnaire created for the purpose. The sample (N = 23) consisted of Teachers from the 1st Cycle of Basic Education and collected from an online digital platform. The majority of respondents were between 41 and 50 years old (39.13%), with 95.7% belonging to the female gender. The main results obtained, for the entire sample, referred to the importance of using school textbooks in the classroom, above all, for their informative role for students and for the programmatic orientation function that they contribute to the work of students. teachers. Technological evolution, experienced today, has complemented the use of school textbooks with other teaching resources, which is also one of the aspects valued. Finally, in relation to the current state of reusing school textbooks in the 1st Cycle of Basic Education, most participants consider it to be disadvantageous, above all, for preventing full use of the book by students.
In an each more challenging world, is required of the school that, beyond the construction of knowledge, focuses on personal and social responsibility, tolerance and respect. In this context, becomes crucial the design of pedagogical resources that privilege competency-based learning, that respect the diversity of society and that promote creativity to solve complex problems. The present Final Internship Report, held at the Escola Superior de Educação de Viseu - Polytechnic Institute of Viseu, elaborated within the scope of the Master's course in Pre-school Education and the 1st CEB, respect two parts. The first part relates to critical reflections, using all the material prepared by us, over the various Supervised Teaching Practices (PES) and years (Pre / 1st CEB), with the aim of reflecting on the revisions, such as the name indicates. The second part seeks to expose the appropriate research work that analyzes the teachers' perspective on the use of school textbooks, what types of purposes they attribute to them and what constraints they identify in their use. School textbooks have assumed a prominent place in teaching since several centuries, having achieved a privileged but equally controversial role among the educational community. In the 1st Cycle of Basic Education, school manuals are often the main programmatic guide in the classroom, including in the subjects of Mathematics and Portuguese Language. The present investigation sought to analyze the teachers' perspective on the use of school textbooks, what types of purposes they attribute to them and what constraints they identify in their use. The study was of a quantitative character, based on a Questionnaire created for the purpose. The sample (N = 23) consisted of Teachers from the 1st Cycle of Basic Education and collected from an online digital platform. The majority of respondents were between 41 and 50 years old (39.13%), with 95.7% belonging to the female gender. The main results obtained, for the entire sample, referred to the importance of using school textbooks in the classroom, above all, for their informative role for students and for the programmatic orientation function that they contribute to the work of students. teachers. Technological evolution, experienced today, has complemented the use of school textbooks with other teaching resources, which is also one of the aspects valued. Finally, in relation to the current state of reusing school textbooks in the 1st Cycle of Basic Education, most participants consider it to be disadvantageous, above all, for preventing full use of the book by students.
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Keywords
manuais escolares práticas pedagógicas 1º Ciclo do Ensino Básico reutilização de manuais escolares school manuals pedagogical practices 1st Cycle of Basic Education reuse of school textbook