A carregar...
Publicação
O papel da professora em formação na criação de materiais pedagógicos e didáticos: aprendizagens profissionais no 1.º Ciclo do Ensino Básico
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.51 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente relatório resulta de uma investigação realizada no âmbito do estágio curricular em 1.º Ciclo do Ensino Básico, centrada na criação, experimentação e análise de materiais pedagógicos e didáticos. O estudo procurou compreender de que modo este processo contribui para o desenvolvimento da autonomia pedagógica e para a construção de práticas ajustadas às necessidades do grupo. Ao longo da prática pedagógica foram concebidos materiais que procuraram responder às características da turma, promovendo momentos de participação, exploração e tomada de decisão fundamentada. A autoria de materiais configurou-se como um espaço de reflexão e de leitura do contexto, favorecendo uma ação docente mais consciente e intencional. Metodologicamente, o estudo assume uma abordagem qualitativa, enquadrada na investigação sobre a prática. A recolha de dados integrou observação participante, registos reflexivos, registos fotográficos e áudio, bem como a análise documental dos materiais produzidos ao longo da intervenção. Os dados obtidos revelam que a criação de materiais potencia aprendizagens profissionais significativas, fortalecendo a autonomia pedagógica, a leitura do contexto e a capacidade de mediar a aprendizagem de forma ajustada às necessidades do grupo. Se se pretende promover práticas educativas coerentes com a originalidade e a autoria docente, torna-se fundamental valorizar a criatividade do professor e questionar processos de standardização que limitam a construção de propostas significativas no 1.º Ciclo do Ensino Básico.
This report presents an investigation carried out during the teaching practicum in the first cycle of basic education, focusing on the creation, experimentation and analysis of pedagogical and didactic materials. The study aimed to understand how this process contributes to the development of pedagogical autonomy and to the construction of practices adjusted to the needs of the group. Throughout the practicum, materials were designed to respond to the characteristics of the class, promoting moments of participation, exploration and informed decision-making. The authorship of materials became a space for reflection and contextual interpretation, supporting a more intentional and conscious teaching practice. Methodologically, the study adopts a qualitative approach, framed within practice-based research. Data collection included participant observation, reflective records, photographic and audio documentation, as well as the documentary analysis of the materials produced during the intervention. The findings indicate that the creation of materials fosters meaningful professional learning, strengthening pedagogical autonomy, contextual awareness and the ability to mediate learning in ways that are responsive to the group. If the aim is to promote educational practices grounded in originality and teacher authorship, it becomes essential to value creativity and to question standardisation processes that may constrain the development of meaningful proposals within the first cycle of basic education.
This report presents an investigation carried out during the teaching practicum in the first cycle of basic education, focusing on the creation, experimentation and analysis of pedagogical and didactic materials. The study aimed to understand how this process contributes to the development of pedagogical autonomy and to the construction of practices adjusted to the needs of the group. Throughout the practicum, materials were designed to respond to the characteristics of the class, promoting moments of participation, exploration and informed decision-making. The authorship of materials became a space for reflection and contextual interpretation, supporting a more intentional and conscious teaching practice. Methodologically, the study adopts a qualitative approach, framed within practice-based research. Data collection included participant observation, reflective records, photographic and audio documentation, as well as the documentary analysis of the materials produced during the intervention. The findings indicate that the creation of materials fosters meaningful professional learning, strengthening pedagogical autonomy, contextual awareness and the ability to mediate learning in ways that are responsive to the group. If the aim is to promote educational practices grounded in originality and teacher authorship, it becomes essential to value creativity and to question standardisation processes that may constrain the development of meaningful proposals within the first cycle of basic education.
Descrição
Palavras-chave
Profissionalidade docente Autonomia pedagógica Autoria docente Criação de materiais 1.º Ciclo do Ensino Básico Teacher professionalism Pedagogical autonomy Teacher authorship Material design First cycle of basic education