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Executado no âmbito do Mestrado em Ensino de Português no 3.º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário da Faculdade de Filosofia do Centro Regional de Braga da Universidade Católica Portuguesa, o presente Relatório de Estágio – enquanto texto dotado de carácter dissertativo – tem por propósito nuclear proceder à reportação do estudo e da investigação correspondente sobre a abordagem educacional em geral e a abordagem didactológica em particular da problemática da inclusão do blogue no quadro da disciplina de Português Língua-Cultura Materna, no âmbito do Ensino Secundário português. Por referência ao contexto educacional português, a progressiva inclusão das Tecnologias de Informação e Comunicação nas dimensões educativas de índole escolar em geral e disciplinares respetivas em particular tem vindo a suscitar a associação de ferramentas informáticas correspondentes às atividades pedagógicas e didáticas nas Escolas. No caso do blogue, as ações escolares de associação dessa ferramenta informática ao exercício dos atos disciplinares ainda não tem proporcionado a emergência extensiva e intensiva de práticas de ensino-aprendizagem no quadro das quais o blogue não se constitua apenas como um suporte tecnológico, mais especificamente de natureza informática, de materiais didáticos, mas antes – e de modo prioritário – como recurso didático essencial, estrutural e funcional de ensino-aprendizagem nas suas dimensões declarativa e procedural. O estudo adota prioritariamente uma abordagem didactológica da problemática respetiva, recorrendo para o efeito a uma investigação-ação de índole interpretativo-construtivista realizada no quadro da prática de ensino supervisionada da componente disciplinar de Português do Estágio do autor do presente documento dissertativo, enquanto Professor Estagiário, no decorrer do ano escolar de 2013/2014, investigação-ação essa que apresenta uma ação prototípica de execução de práticas disciplinares no quadro das quais o blogue assume um estatuto de recurso didático, nas suas dimensões didactológicas essencial, estrutural e funcional, de ensino-aprendizagem, nomeadamente de Português Língua-Cultura Materna, no âmbito da disciplina escolar correspondente, no Ensino Secundário português. Os resultados globais do estudo em geral e da investigação-ação respetiva em particular, objeto de reportação no presente Relatório de Estágio, evidenciam que a adoção do blogue, enquanto recurso didático de ensino-aprendizagem do Português Língua-Cultura Materna, é suscetível de se constituir como uma situação educativa autónoma – blogaula –, no sentido didactológico do termo, por referência à disciplina escolar correspondente, no âmbito do Ensino Secundário português.
Completed under the Masters in Teaching Portuguese in the 3rd Cycle of Basic and Secondary Education and Teaching of Spanish in Basic and Secondary Education at the Faculty of Philosophy of the Regional Centre of Braga of the Portuguese Catholic University, this stage report – as a dissertation text – has the purpose of reporting the study and the respective investigation of educational approach in general and didactological approach in particular of the problematic of the blog inclusion in the discipline of the Portuguese Maternal Language-Culture in the Portuguese Secondary Education. By reference to education in and by Language-Cultures, the progressive inclusion of Information and Communication Technology in educational dimensions of a scholarly nature in general and disciplinary in particular, as applied to the association of technological tools corresponding to the pedagogical and didactic activities in schools. In the case of the blog, the scholarly actions of these technological tools associated with the disciplinary acts, so far, didn’t provide the extensive and intensive emergency of practices of teaching-learning. In this area the blog doesn’t constitute only technological support of didactic materials, but – and in a priority way – an essential didactic resource, structural and functional of teaching-learning in the declarative and procedural dimensions. The study priority adopts a didactological approach, namely a research-action of interpretive-constructivist nature implemented in the supervised teaching practice from the disciplinary component of Portuguese, from the author’s stage of the present document, as probationary teacher, during the school year of 2013/2014. This research presents the prototypical implementation of the teaching learning practices of execution where the blog assumes the status of a didactic resource in its didactological dimensions, essential, structural and functional, of teaching-learning, namely of Portuguese Maternal Language-Culture, in the ambit of the corresponding scholarly subject, in the Portuguese Secondary Education. The overall results of the study in general and its research-action in particular, object of reporting in this training report, shows that the blog adoption as a didactic resource of teaching-learning of the Portuguese Maternal Language-Culture can be constituted as an autonomous educational situation – blogclass, - in the didactological sense of the term by reference to the corresponding school discipline under the Portuguese Secondary Education.
Completed under the Masters in Teaching Portuguese in the 3rd Cycle of Basic and Secondary Education and Teaching of Spanish in Basic and Secondary Education at the Faculty of Philosophy of the Regional Centre of Braga of the Portuguese Catholic University, this stage report – as a dissertation text – has the purpose of reporting the study and the respective investigation of educational approach in general and didactological approach in particular of the problematic of the blog inclusion in the discipline of the Portuguese Maternal Language-Culture in the Portuguese Secondary Education. By reference to education in and by Language-Cultures, the progressive inclusion of Information and Communication Technology in educational dimensions of a scholarly nature in general and disciplinary in particular, as applied to the association of technological tools corresponding to the pedagogical and didactic activities in schools. In the case of the blog, the scholarly actions of these technological tools associated with the disciplinary acts, so far, didn’t provide the extensive and intensive emergency of practices of teaching-learning. In this area the blog doesn’t constitute only technological support of didactic materials, but – and in a priority way – an essential didactic resource, structural and functional of teaching-learning in the declarative and procedural dimensions. The study priority adopts a didactological approach, namely a research-action of interpretive-constructivist nature implemented in the supervised teaching practice from the disciplinary component of Portuguese, from the author’s stage of the present document, as probationary teacher, during the school year of 2013/2014. This research presents the prototypical implementation of the teaching learning practices of execution where the blog assumes the status of a didactic resource in its didactological dimensions, essential, structural and functional, of teaching-learning, namely of Portuguese Maternal Language-Culture, in the ambit of the corresponding scholarly subject, in the Portuguese Secondary Education. The overall results of the study in general and its research-action in particular, object of reporting in this training report, shows that the blog adoption as a didactic resource of teaching-learning of the Portuguese Maternal Language-Culture can be constituted as an autonomous educational situation – blogclass, - in the didactological sense of the term by reference to the corresponding school discipline under the Portuguese Secondary Education.
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Didactologia das línguas-culturas Didática do português Tecnologias de informação e comunicação Blogue Blogaula Didactology of language-culture Didactics of Portuguese Information and communication technology Blog Blogclass