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Abstract(s)
Este trabalho procura ressaltar todo o processo pedagógico ao longo do ano letivo 2021/2022. Refiro-me às planificações bem como os relatórios, reflexões e atividades realizadas. Foi um ano difícil no qual aprendemos como preparar as aulas e como comunicar corretamente com os alunos e passar a mensagem pretendida. Aprendemos também que o exemplo é algo de extrema importãncia pedagógica e deve ser utilizado para transmitir bem as matérias (conteúdos) já planificados. Estar numa sala de aula e trabalhar com os meus colegas de estágio e a professora cooperante foi enriquecedor. Aprendi muito com todos eles: a ser pontual, a preparar e planear as aulas, a ajudar a realizar as atividades e a ser sempre positivo. Como nunca tinha lecionado, os conselhos da professora cooperante e da professora Doutora Cristina Sá Carvalho e dos colegas foram importantes e foi uma ajuda no meu crescimento pessoal como professor estagiário de EMRC. Sou grato a todos eles porque sozinho não seria possível levar a bom porto a missão que me foi atribuída de ser professor e aluno na Escola Básica 2,3 ciclos Pedro D’Orey da Cunha. Destaca-se, nesse trabalho, todo o percurso realizado na escola acima referida, com os alunos do 8º E, onde me foi atribuída a responsabilidade de lecionar as unidades 2: Ecumenismo e 3: A Liberdade.
This paper seeks to highlight the entire pedagogic process throughout the 2021/2022 school year. I refer to the planning as well as the reports, reflections, and activities carried out. It was a difficult year, where we learned how to prepare classes and how to communicate correctly with students and convey the intended message. We also learned that example has a very high pedagogic importance and should be used to properly convey the subjects (content) already planned. Being in a classroom and working with my internship colleagues and the cooperating teacher was enriching. I learned a lot from all of them: to be punctual, to prepare and plan classes, to help carry out activities and to always be positive. As I had never taught before, the advice from the cooperating teacher and Professor Cristina Carvalho and my colleagues was important and helped in my personal growth as an EMRC intern teacher. I am grateful to all of them because alone it would not be possible to successfully complete the mission that was assigned to me of being a teacher and student at the Pedro D’Orey da Cunha Basic School 2,3 cycles. This work highlights the entire journey undertaken at the aforementioned school, with the 8th E students, where I was given the responsibility of teaching units 2: Ecumenism and 3: Freedom.
This paper seeks to highlight the entire pedagogic process throughout the 2021/2022 school year. I refer to the planning as well as the reports, reflections, and activities carried out. It was a difficult year, where we learned how to prepare classes and how to communicate correctly with students and convey the intended message. We also learned that example has a very high pedagogic importance and should be used to properly convey the subjects (content) already planned. Being in a classroom and working with my internship colleagues and the cooperating teacher was enriching. I learned a lot from all of them: to be punctual, to prepare and plan classes, to help carry out activities and to always be positive. As I had never taught before, the advice from the cooperating teacher and Professor Cristina Carvalho and my colleagues was important and helped in my personal growth as an EMRC intern teacher. I am grateful to all of them because alone it would not be possible to successfully complete the mission that was assigned to me of being a teacher and student at the Pedro D’Orey da Cunha Basic School 2,3 cycles. This work highlights the entire journey undertaken at the aforementioned school, with the 8th E students, where I was given the responsibility of teaching units 2: Ecumenism and 3: Freedom.
Description
Keywords
Liberdade Teologia África EMRC Educação Prática de ensino supervisionada Freedom Teology Africa Education Supervised teaching practice