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Authors
Advisor(s)
Abstract(s)
O presente relatório desenvolve-se no âmbito da Unidade Curricular Prática de Ensino Supervisionada II, do 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico.
No decorrer deste segundo ano de mestrado, realizaram-se dois momentos de iniciação à prática profissional: em duas turmas do 5.º ano de escolaridade; e numa turma do 3.º ano. A partir da observação e do diagnóstico realizados nestes dois contextos, emergiu um problema comum que está na base da elaboração do presente relatório e do estudo que nele se integra: a ausência de práticas integradoras do currículo.
Neste relatório é desenvolvido um estudo, realizado junto de docentes do 1.º Ciclo do Ensino Básico e de docentes de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico, que visa identificar e analisar as suas conceções sobre a integração curricular; sobre as potencialidades e os constrangimentos da monodocência e da pluridocência para a realização de projetos de integração curricular; sobre as potencialidades e condicionantes à realização desses projetos nos dois ciclos de ensino; e como se poderia promover um ensino mais integrado nos dois ciclos.
Para a elaboração do estudo, recorreu-se a entrevistas semiestruturadas, aplicadas a docentes dos dois níveis de ensino. Posteriormente, realizou-se a análise dessas entrevistas, cujo conteúdo permitiu chegar a uma conclusão para o presente estudo.
Das práticas e do estudo realizado, reconheceu-se que as características de cada contexto condicionam a opção de uma abordagem integrada do currículo, sem, todavia, deixar de ser determinante o papel que as conceções e opções metodológicas dos professores assumem nas formas que adotam na gestão do currículo na sala de aula.
ABSTRACT The current report is developed within the scope of the Curricular Unit Prática de Ensino Supervisionada II, of the second year of the master's degree in teaching of the 1st cycle of basic education and Portuguese and History and Geography of Portugal in the 2nd cycle of basic education. During this second year of masters, two moments of initiation to professional practice took place: in two classes of the 5th grade; and in one class from the 3rd grade. Based on the observation and diagnosis made under both these contexts, a common problem emerged which is at the basis of the preparation of this report and of the study that integrates it: the absence of curriculum integrating practices. In this report a study was developed, carried out with 1st cycle teachers of basic education and Portuguese and History and Geography of Portugal's teachers in the 2nd cycle of basic education, which aimed to identify and analyze their conceptions about curricular integration; on the potentialities and constraints of the one-teacher and multi-teacher approaches for the realization of curricular integration projects; on the potentialities and constraints to the realization of these projects in the two education cycles; and how a more integrated teaching could be promoted in the two cycles. For the preparation of the study we used semi-structured interviews, applied to teachers from both levels of education. Subsequently, the analysis of these interviews was carried out, whose content allowed to reach a conclusion for the present study. From the practices and the study carried out, it was recognized that the characteristics of each context conditions the option for an integrated approach of the curriculum, while determining the role of the conceptions and methodological options that teachers assume in the forms they adopt in the management of the curriculum in the classroom.
ABSTRACT The current report is developed within the scope of the Curricular Unit Prática de Ensino Supervisionada II, of the second year of the master's degree in teaching of the 1st cycle of basic education and Portuguese and History and Geography of Portugal in the 2nd cycle of basic education. During this second year of masters, two moments of initiation to professional practice took place: in two classes of the 5th grade; and in one class from the 3rd grade. Based on the observation and diagnosis made under both these contexts, a common problem emerged which is at the basis of the preparation of this report and of the study that integrates it: the absence of curriculum integrating practices. In this report a study was developed, carried out with 1st cycle teachers of basic education and Portuguese and History and Geography of Portugal's teachers in the 2nd cycle of basic education, which aimed to identify and analyze their conceptions about curricular integration; on the potentialities and constraints of the one-teacher and multi-teacher approaches for the realization of curricular integration projects; on the potentialities and constraints to the realization of these projects in the two education cycles; and how a more integrated teaching could be promoted in the two cycles. For the preparation of the study we used semi-structured interviews, applied to teachers from both levels of education. Subsequently, the analysis of these interviews was carried out, whose content allowed to reach a conclusion for the present study. From the practices and the study carried out, it was recognized that the characteristics of each context conditions the option for an integrated approach of the curriculum, while determining the role of the conceptions and methodological options that teachers assume in the forms they adopt in the management of the curriculum in the classroom.
Description
Relatório de Final da Prática de Ensino Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Keywords
Integração curricular Projetos de integração curricular Interdisciplinaridade Pluridocência Monodocência Curriculum integration Projects of curriculum integration Interdisciplinarity Multi-teacher One-teacher
Pedagogical Context
Citation
Vicente, A. M. A. (2018). Contribuição para o estudo das conceções dos professores do 1.º e 2.º CEB sobre as práticas de integração curricular (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9694