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Escape rooms educativos: uma experiência no 2.º ciclo do ensino básico envolvendo frações e educação financeira
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Este relatório final foi elaborado no âmbito do Mestrado em Ensino do 1.º Ciclo
do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
e resulta do trabalho desenvolvido ao longo dos estágios realizados nas unidades
curriculares de Prática Educativa I e II.
O presente documento encontra-se organizado em duas secções principais: Componente
Reflexiva e Componente Investigativa.
A Introdução apresenta o enquadramento dos estágios realizados e discute a sua
relevância para a formação inicial de professores, destacando a articulação entre a prática
pedagógica e a investigação educativa.
A primeira secção, Componente Reflexiva apresenta a contextualização do percurso de
estágio em 2.º CEB e uma análise crítica do processo vivido, destacando os desafios
enfrentados, as opções pedagógicas adotadas e as aprendizagens construídas. Evidencia
ainda a importância da prática reflexiva individual e colaborativa para o desenvolvimento
profissional e para a consolidação de uma identidade docente crítica e informada.
A segunda secção, a Componente Investigativa centra-se numa investigação realizada
durante o estágio referente à Prática Educativa II, numa turma do 2.º Ciclo do Ensino
Básico. A investigação procurou responder à seguinte questão central: De que forma os
Escape Rooms Educativos contribuem para a promoção da síntese e da sistematização das
frações e para o desenvolvimento da educação financeira nos alunos do 2.º Ciclo do Ensino
Básico?
Esta investigação assumiu uma natureza qualitativa, de carácter interpretativo e com o
design de investigação-ação. A recolha de dados foi realizada pela professora estagiária,
que desempenhou simultaneamente o papel de investigadora participante, tendo-se
recorrido a notas de campo, produções escritas dos alunos, registos audiovisuais e
transcrições para a análise.
Os resultados revelam que os alunos evoluíram de raciocínios fragmentados para
estratégias mais estruturadas e justificadas no domínio das frações, evidenciando
progressos na síntese e na sistematização de conhecimentos. Adicionalmente, a
integração de tarefas de natureza financeira e de gestão de recursos mostrou-se eficaz na
promoção da educação financeira, estimulando, nos alunos, competências de planeamento, tomada de decisões e responsabilidade. Conclui-se que os Escape Rooms
Educativos, quando concebidos com intencionalidade pedagógica e articulados com o
currículo, se constituem como uma estratégia eficaz e motivadora para a aprendizagem
da Matemática e para o desenvolvimento de competências transversais.
This final report was prepared within the scope of the Master's Degree in Teaching in the 1st Cycle of Elementary Education and Mathematics and Natural Sciences in the 2nd Cycle of Elementary Education and is the result of the work developed throughout the internships carried out in the curricular units of Educational Practice I and II. This document is organized into two main sections: Reflective Component and Investigative Component. The Introduction presents the framework of the internships carried out and discusses their relevance to the initial training of teachers, highlighting the articulation between pedagogical practice and educational research. The first section, Reflective Component, presents the contextualization of the internship path in the 2nd Cycle of Basic Education and a critical analysis of the process experienced, highlighting the challenges faced, the pedagogical options adopted and the learning constructed. It also highlights the importance of individual and collaborative reflective practice for professional development and for the consolidation of a critical and informed teaching identity. The second section, the Investigative Component, focuses on an investigation carried out during the internship related to Educational Practice II, in a class of the 2nd Cycle of Elementary Education. The research sought to answer the following central question: How do Educational Escape Rooms contribute to the promotion of the synthesis and systematization of fractions and to the development of financial education in students of the 2nd Cycle of Elementary Education? This research assumed a qualitative nature, of an interpretative character and with an action-research design. Data collection was carried out by the student teacher, who simultaneously played the role of participant researcher, using field notes, students' written productions, audiovisual records and transcripts for analysis. The results reveal that students evolved from fragmented reasoning to more structured and justified strategies in the domain of fractions, evidencing progress in the synthesis and systematization of knowledge. Additionally, the integration of tasks of a financial and resource management nature proved effective in promoting financial education, stimulating planning, decision-making and responsibility skills, on students. It can be concluded that Educational Escape Rooms, when designed with pedagogical intent and aligned with the curriculum, constitute an effective and motivating strategy for learning mathematics and for developing transversal skills.
This final report was prepared within the scope of the Master's Degree in Teaching in the 1st Cycle of Elementary Education and Mathematics and Natural Sciences in the 2nd Cycle of Elementary Education and is the result of the work developed throughout the internships carried out in the curricular units of Educational Practice I and II. This document is organized into two main sections: Reflective Component and Investigative Component. The Introduction presents the framework of the internships carried out and discusses their relevance to the initial training of teachers, highlighting the articulation between pedagogical practice and educational research. The first section, Reflective Component, presents the contextualization of the internship path in the 2nd Cycle of Basic Education and a critical analysis of the process experienced, highlighting the challenges faced, the pedagogical options adopted and the learning constructed. It also highlights the importance of individual and collaborative reflective practice for professional development and for the consolidation of a critical and informed teaching identity. The second section, the Investigative Component, focuses on an investigation carried out during the internship related to Educational Practice II, in a class of the 2nd Cycle of Elementary Education. The research sought to answer the following central question: How do Educational Escape Rooms contribute to the promotion of the synthesis and systematization of fractions and to the development of financial education in students of the 2nd Cycle of Elementary Education? This research assumed a qualitative nature, of an interpretative character and with an action-research design. Data collection was carried out by the student teacher, who simultaneously played the role of participant researcher, using field notes, students' written productions, audiovisual records and transcripts for analysis. The results reveal that students evolved from fragmented reasoning to more structured and justified strategies in the domain of fractions, evidencing progress in the synthesis and systematization of knowledge. Additionally, the integration of tasks of a financial and resource management nature proved effective in promoting financial education, stimulating planning, decision-making and responsibility skills, on students. It can be concluded that Educational Escape Rooms, when designed with pedagogical intent and aligned with the curriculum, constitute an effective and motivating strategy for learning mathematics and for developing transversal skills.
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Palavras-chave
Escape Rooms Educativo Frações Educação Financeira Metodologias ativas Educational Escape Rooms Fractions Financial Literacy Active Methodologies