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Relatório de Estágio onde se analisam-se as múltiplas atribuições do docente no 3º Ciclo do Ensino Básico e no Ensino Secundário. Especialmente no contexto da Escola Secundária Quinta das Palmeiras (Covilhã), e na disciplina de Educação Visual (8º ano).
Reconstrói-se todo o percurso da Prática de Ensino Supervisionada (PES) usando a importante ferramenta didáctica do Dossier de Estágio para, em anexo, legitimar e documentar orientações programáticas do Ministério da Educação e de Escola, todas as planificações, resultados, reflexões e documentos forjados individualmente ou em colaboração com o Núcleo de Estágio com supervisão constante do Orientador Cooperante.
Foram leccionadas e assistidas um total de 31 aulas, apesar de apenas serem obrigatórias 6, protocoladas pela Universidade da Beira Interior.
Estrutura deste RELATÓRIO DE ESTÁGIO:
CAPÍTULO I (Narrativas profissionais; O núcleo de estágio; Os orientadores;).
CAPÍTULO II (Caracterização da organização/escola e comunidade-aspectos relevantes para ensino das artes visuais; colectividades/empresas/instituições com colaborações com impacto directo no ensino das artes visuais; Dispositivos da Escola que potenciam a relação com a comunidade, exposições, rádio, tv…;
CAPÍTULO III (Fontes oficiais nacionais que regulamentem os Planos e Programas de ensino-aprendizagem; Lei nº 49/2005 de 30 de Agosto; Curriculo Nacional do Ensino básico (incidindo no 3º ciclo); Educação artística no currículo do ensino básico; Relação com as competências gerais/específicas do ensino básico).
CAPÍTULO IV (Caracterização da turma; Projecto Curricular de Turma).
CAPÍTULO V (Prática de Ensino Supervisionada, Actividades desenvolvidas, resultados obtidos e propostas de melhoria; Plano anual do Grupo 600/Artes; Descrição de actividades; Ajustamento do programa de Educação visual, Planificações anual, trimestral,aulas assistidas; Estratégias de intervenção das aulas e todas as actividades em estágio; Resultados obtidos; Reflexão crítica sobre as actividades desenvolvidas.
Por fim, a Conclusão, Bibliografia e Anexos.
This report seeks to examine the multiple duties of visual arts teachers of middle and secondary education in the exercise of their profession. Is the result of the Teaching Practice Course Supervised Master's in Teaching Visual Arts in the 3rd cycle of Middle and Secondary Education The findings of pedagogical practice include the organization of teaching methods and learning experiences gained over one year of teaching practice. It is the result of the sum of what to consider as key factors in order to exercise the chosen profession - teacher. Supervised Teaching is an indispensable tool, since it serves to learn, reflect, improve and correct strategy before facing certain situations. The teacher's role is very different today than it was several years ago, demanding adaptation to changing technological, social and cultural values in a society in constant mutation. The discipline of Visual Education, taught in September 2010 to June 17, 2011, under the guidance and responsibility of Professor João Paulo Trigueiros, under a supervised teaching practice, was carried out in a total of 31 classes effective, always assisted by the teacher and some advisor assisted by fellow trainees, Ana Portugal and Isabel Carvalho. The program units were: Visual Communication, Space, Structure, Light, Color and Form. Includes the description of Extracurricular activities (exhibitions, study visits, participation in a blog of the Center Stage, celebrating 100 years of the potuguese republic, and participation in fashion week, in support of the School Day - June 9). This REPORT comprises five chapters: CHAPTER I (professional Narratives; The core stage; Counselors). CHAPTER II (characterization of the organization / school-and community issues relevant to teaching the visual arts; Characterization of local / patronage companies in the region directly on the visual arts; School of devices that enhance the relationship with the community, radio, TV and other). CHAPTER III (Theoretical-conceptual framework; law on education; curriculum of the 3rd cycle of basic education, art education in the curriculum of basic education; Relationship with general skills / special education). CHAPTER IV (Characterization of the class; Students with special educational needs, Curricular Class Plan). CHAPTER V (Activities 600/Artes Group's annual plan, with description of: activities, adjustment of the visual education program; lesson plans annual, quarterly, attended lectures, contributions to the theoretical framework supervised teaching practice; Strategies of intervention classes and all activities on stage, results obtained). Conclusions, providing a reflective analysis (critical reflection on the activities results of all the work) associated with future suggestions, for improvement, considered more effective for teaching and learning of Visual Education. Bibliography and Appendices (contains guidance documents of the school, worksheets, PowerPoints, etc ... It is considered that the students' success happens when basic skills are acquired, both general and specific contemplated in the National Curriculum for Basic Education. This set of skills rather than focusing only on the cognitive domain of students and their assimilation and memorization capabilities, require a teacher from the important work of adaptation to the characteristics, abilities and pace of learning specific to each student.
This report seeks to examine the multiple duties of visual arts teachers of middle and secondary education in the exercise of their profession. Is the result of the Teaching Practice Course Supervised Master's in Teaching Visual Arts in the 3rd cycle of Middle and Secondary Education The findings of pedagogical practice include the organization of teaching methods and learning experiences gained over one year of teaching practice. It is the result of the sum of what to consider as key factors in order to exercise the chosen profession - teacher. Supervised Teaching is an indispensable tool, since it serves to learn, reflect, improve and correct strategy before facing certain situations. The teacher's role is very different today than it was several years ago, demanding adaptation to changing technological, social and cultural values in a society in constant mutation. The discipline of Visual Education, taught in September 2010 to June 17, 2011, under the guidance and responsibility of Professor João Paulo Trigueiros, under a supervised teaching practice, was carried out in a total of 31 classes effective, always assisted by the teacher and some advisor assisted by fellow trainees, Ana Portugal and Isabel Carvalho. The program units were: Visual Communication, Space, Structure, Light, Color and Form. Includes the description of Extracurricular activities (exhibitions, study visits, participation in a blog of the Center Stage, celebrating 100 years of the potuguese republic, and participation in fashion week, in support of the School Day - June 9). This REPORT comprises five chapters: CHAPTER I (professional Narratives; The core stage; Counselors). CHAPTER II (characterization of the organization / school-and community issues relevant to teaching the visual arts; Characterization of local / patronage companies in the region directly on the visual arts; School of devices that enhance the relationship with the community, radio, TV and other). CHAPTER III (Theoretical-conceptual framework; law on education; curriculum of the 3rd cycle of basic education, art education in the curriculum of basic education; Relationship with general skills / special education). CHAPTER IV (Characterization of the class; Students with special educational needs, Curricular Class Plan). CHAPTER V (Activities 600/Artes Group's annual plan, with description of: activities, adjustment of the visual education program; lesson plans annual, quarterly, attended lectures, contributions to the theoretical framework supervised teaching practice; Strategies of intervention classes and all activities on stage, results obtained). Conclusions, providing a reflective analysis (critical reflection on the activities results of all the work) associated with future suggestions, for improvement, considered more effective for teaching and learning of Visual Education. Bibliography and Appendices (contains guidance documents of the school, worksheets, PowerPoints, etc ... It is considered that the students' success happens when basic skills are acquired, both general and specific contemplated in the National Curriculum for Basic Education. This set of skills rather than focusing only on the cognitive domain of students and their assimilation and memorization capabilities, require a teacher from the important work of adaptation to the characteristics, abilities and pace of learning specific to each student.
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Keywords
Artes visuais - Ensino Educação artística - Ensino básico - Currículo Educação visual - Ensino - Planificação Educação visual - Ensino - Actividades
Pedagogical Context
Citation
Publisher
Universidade da Beira Interior