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Advisor(s)
Abstract(s)
O sistema educativo, por orientações governamentais ou pela falta delas, parece, muitas vezes, alimentar
uma dimensão de autorregulação, inércia e falta de capacidade de adaptação, acreditando num
desenvolvimento mecanicista, como se tratasse de um piloto automático que reconhecesse o destino ideal
de cada um de nós e de todos, escusando os governos da assunção do seu papel ativo na regulação
adaptável e equitativa do sistema de educação, seja ele de âmbito público, particular ou cooperativo. Não
denegando a igualdade de oportunidades dos cidadãos, deve, naturalmente, caber a professores e a
educadores preparados e devidamente formados um lugar de particular relevo na ordem de um progresso
civilizacional. Este trabalho de investigação e experimentação surge nessa dimensão (necessária) de
formação de excelência e mergulha nos contextos educativos e, mais propriamente, no ato de ensino,
numa confrontação objetiva com situações da prática real, na resolução de problemas concretos e na
interação com o outro. Acredito que a consciência destas exigências e desafios é determinante para a
evolução do professor e para o cumprimento das suas responsabilidades na aprendizagem para a vida e ao
longo de toda a vida.
É a dinâmica de um mundo marcado pela experiência que obriga a uma constante adaptação que passa
por uma atitude de profundo acolhimento da realidade e das suas transmutações. Neste sentido, este
documento propõe-se traduzir uma reflexão das atividades implementadas na realização da Prática de
Ensino de Supervisionada, numa representação de descobertas e experiências que passaram pela
familiarização com programas curriculares, domínio de processos de gestão de tempo e de
comportamentos em sala de aula e com a análise e implementação de sistemas de avaliação da
aprendizagem dos alunos.
The educational system, by government guidelines or lack of them, appears, many times, to feed a selfregulation dimension, inertia and lack of adaptability, believing in a mechanical development, as if it were an auto-pilot that could recognise the ideal destination of each and one of us and all of us, excusing the governments from the assumption of its active role in the adaptable and equitable regulation of the educational system, no matter if it has a public, private or collective scope. Not overruling the citizens’ parity of opportunities, it should, indeed, fit prepared and duly trained teachers and educators in a place of particular significance in the order of a civilizational progress. This research and experimentation project arises in that (necessary) dimension of training excellence and plunges into educational contexts and, more specifically, in the act of teaching, in an objective confrontation with real practical situations, in the resolution of specific problems and in the interaction with others. I believe that the conscience of these demands and challenges is determinant for the teachers’ evolution and for the fulfilment of their responsibilities in the learning for life and throughout life. It’s the dynamic of a world characterised by the experience that requires a constant adjustment that undergoes an attitude of profound acceptance of reality and of their transmutations. In this sense, this document proposes itself to translate a reflection of the implemented activities in the fulfilment of Supervised Teaching Practise in a representation of findings and experiences which have gone through the familiarization of the curricula, mastery of time management processes and of classroom behaviours and with the analysis and implementation of evaluation systems for students learning.
The educational system, by government guidelines or lack of them, appears, many times, to feed a selfregulation dimension, inertia and lack of adaptability, believing in a mechanical development, as if it were an auto-pilot that could recognise the ideal destination of each and one of us and all of us, excusing the governments from the assumption of its active role in the adaptable and equitable regulation of the educational system, no matter if it has a public, private or collective scope. Not overruling the citizens’ parity of opportunities, it should, indeed, fit prepared and duly trained teachers and educators in a place of particular significance in the order of a civilizational progress. This research and experimentation project arises in that (necessary) dimension of training excellence and plunges into educational contexts and, more specifically, in the act of teaching, in an objective confrontation with real practical situations, in the resolution of specific problems and in the interaction with others. I believe that the conscience of these demands and challenges is determinant for the teachers’ evolution and for the fulfilment of their responsibilities in the learning for life and throughout life. It’s the dynamic of a world characterised by the experience that requires a constant adjustment that undergoes an attitude of profound acceptance of reality and of their transmutations. In this sense, this document proposes itself to translate a reflection of the implemented activities in the fulfilment of Supervised Teaching Practise in a representation of findings and experiences which have gone through the familiarization of the curricula, mastery of time management processes and of classroom behaviours and with the analysis and implementation of evaluation systems for students learning.