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Abstract(s)
Com a elaboração deste Relatório Final de Estágio propomo-nos atingir dois objetivos principais: fazer uma reflexão crítica sobre a Prática de Ensino Supervisionada (PES) realizada ao longo do segundo e terceiro semestres do Mestrado e compreender a relevância curricular e pedagógica das Atividades de Enriquecimento Curricular (AEC) segundo as perspetivas dos professores do Ensino Básico de um Agrupamento de Escolas do concelho de Viseu.
Para dar resposta ao primeiro objetivo mencionado, utilizámos material elaborado durante o estágio, como planificações e relatórios críticos, assim como recorremos a legislação, com o intuito de refletirmos sobre o nosso desempenho ao longo da prática pedagógica; também nos debruçámos sobre as perspetivas dos professores do Ensino Básico acerca das AEC, da sua relevância e influência nas atividades curriculares e pedagógicas.
Para que tal fosse possível, realizámos um estudo qualitativo, onde utilizámos o inquérito por entrevista para a recolha de dados. O guião de entrevista semiestruturada, por nós elaborado, foi aplicado a professores titulares de turma do 1.º Ciclo do Ensino Básico (CEB) do concelho de Viseu.
Com os dados recolhidos podemos concluir que, em geral, os professores consideram que as AEC influenciam as suas atividades curriculares e pedagógicas de uma forma negativa, uma vez que a maioria dos professores se referiu aos alunos como “irrequietos”, “desatentos” e “menos disciplinados” depois das AEC. Por outro lado, consideram que as AEC poderiam ser uma mais-valia para os alunos se fossem bem dinamizadas e se os profissionais que as desenvolvem possuíssem uma melhor preparação.
With the development of this final intern report we intend to achieve two main goals: Make a critical reflection about the Supervised Teaching Practice (PES) performed during the second and third semesters of the Master Degree and comprehend the relevance of Pedagogical and Curriculum Enrichment Activities (AEC) according to the perspectives of the teachers of Basic Education of a group of schools in the municipality of Viseu. To meet the first objective mentioned we use material developed during the internship such as plans and critical reports, and the use of the law, in order to reflect on our performance over the pedagogical practice. We also lean on the perspectives of Elementary Education teachers about the CEA, its relevance and influence on curricular and pedagogical activities. To make this possible, we conducted a qualitative study, in which we used a survey interview for data collection. The semi-structured interview guide, developed by us was applied to classroom teachers of the Elementary School (CEB) of Viseu municipality. With the collected data we concluded that in general, teachers, consider that the CEA influence in their curricular and pedagogical activities in a negative way, since most of the teachers referred to students as "restless", "careless" and "less disciplined" after the CEA. On the other hand they consider that the CEA could be an advantage for students if they were better streamlined and if the professionals who develop them possess a better preparation.
With the development of this final intern report we intend to achieve two main goals: Make a critical reflection about the Supervised Teaching Practice (PES) performed during the second and third semesters of the Master Degree and comprehend the relevance of Pedagogical and Curriculum Enrichment Activities (AEC) according to the perspectives of the teachers of Basic Education of a group of schools in the municipality of Viseu. To meet the first objective mentioned we use material developed during the internship such as plans and critical reports, and the use of the law, in order to reflect on our performance over the pedagogical practice. We also lean on the perspectives of Elementary Education teachers about the CEA, its relevance and influence on curricular and pedagogical activities. To make this possible, we conducted a qualitative study, in which we used a survey interview for data collection. The semi-structured interview guide, developed by us was applied to classroom teachers of the Elementary School (CEB) of Viseu municipality. With the collected data we concluded that in general, teachers, consider that the CEA influence in their curricular and pedagogical activities in a negative way, since most of the teachers referred to students as "restless", "careless" and "less disciplined" after the CEA. On the other hand they consider that the CEA could be an advantage for students if they were better streamlined and if the professionals who develop them possess a better preparation.
Description
Keywords
Atividades de Enriquecimento Curricular (AEC) Áreas curriculares Profissionais das AEC Professores titulares de turma 1º Ciclo do Ensino Básico (CEB)
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu