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O Papel dos Enunciados em Educação Visual e Educação Tecnológica como ferramenta clarificadora
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Este relatório final, desenvolvido ao longo dos dois anos do Mestrado em Ensino, com especial enfoque nas unidades curriculares de Prática de Ensino Supervisionada (PES) I, II e III, organiza-se em duas partes. A primeira apresenta uma reflexão crítica sobre a prática de ensino desenvolvida nas unidades curriculares de Prática de Ensino Supervisionada (PES) I, II e III, evidenciando o percurso formativo em Educação Visual (EV) e Educação Tecnológica (ET), as competências adquiridas e os contextos escolares. A segunda parte centra-se no estudo de investigação, abordando o enquadramento teórico, a metodologia e a análise dos resultados, tendo como foco a importância da formulação de enunciados atrativos e desafiantes nas disciplinas de EV e ET. A investigação adotou uma abordagem mista, combinando observação participante, estruturada e não estruturada, adequando-se à proximidade com os alunos e à análise da experiência subjetiva. Os dados recolhidos revelaram que, apesar de algumas dificuldades, a atividade teve momentos positivos: os alunos demonstraram empenho, autonomia e interesse pelos conteúdos. A partilha reflexiva com uma colega contribuiu para o enriquecimento do projeto. A análise permitiu concluir que enunciados bem elaborados são fundamentais no processo de ensino e aprendizagem, promovem o envolvimento, a autonomia e a clareza na realização das tarefas, motivando os alunos para a realização das tarefas de forma mais proativa, com ganhos significativos na construção do seu conhecimento e regulação das aprendizagens. Investir na sua construção revela-se uma prática pedagógica essencial, sobretudo em EV e ET.
This final report, developed over the two years of the Master's in Teaching, with a special focus on the curricular units of Supervised Teaching Practice (PES) I, II, and III, is organized into two parts. The first presents a critical reflection on the teaching practice carried out in the Supervised Teaching Practice units (PES I, II, and III), highlighting the educational journey in Visual Education (VE) and Technological Education (TE), the skills acquired, and the school contexts. The second part focuses on the research study, addressing the theoretical framework, methodology, and analysis of the results, with an emphasis on the importance of formulating engaging and challenging prompts in VE and TE subjects. The research adopted a mixed-methods approach, combining participant observation, oth structured and unstructured,suitable for close interaction with students and for analyzing subjective experience. The data collected revealed that, despite some difficulties, the activity included positive moments: students showed commitment, autonomy, and interest in the content. Reflective collaboration with a colleague contributed to enriching the project. The analysis led to the conclusion that well-crafted prompts are fundamental in the teaching and learning process, as they foster engagement, autonomy, and clarity in task execution, motivating students to approach tasks more proactively, resulting in significant gains in knowledge construction and learning regulation. Investing in their development proves to be an essential pedagogical practice, especially in VE and TE.
This final report, developed over the two years of the Master's in Teaching, with a special focus on the curricular units of Supervised Teaching Practice (PES) I, II, and III, is organized into two parts. The first presents a critical reflection on the teaching practice carried out in the Supervised Teaching Practice units (PES I, II, and III), highlighting the educational journey in Visual Education (VE) and Technological Education (TE), the skills acquired, and the school contexts. The second part focuses on the research study, addressing the theoretical framework, methodology, and analysis of the results, with an emphasis on the importance of formulating engaging and challenging prompts in VE and TE subjects. The research adopted a mixed-methods approach, combining participant observation, oth structured and unstructured,suitable for close interaction with students and for analyzing subjective experience. The data collected revealed that, despite some difficulties, the activity included positive moments: students showed commitment, autonomy, and interest in the content. Reflective collaboration with a colleague contributed to enriching the project. The analysis led to the conclusion that well-crafted prompts are fundamental in the teaching and learning process, as they foster engagement, autonomy, and clarity in task execution, motivating students to approach tasks more proactively, resulting in significant gains in knowledge construction and learning regulation. Investing in their development proves to be an essential pedagogical practice, especially in VE and TE.
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Palavras-chave
Prática de Ensino Supervisionada Educação Visual Educação Tecnológica Enunciados Pedagógicos Autonomia dos Alunos Motivação Ensino e Aprendizagem Supervised Teaching Practice Visual Education