Renovação metodológica no ensino primário: o olhar de um estudante estagiário

Abstract

Developing the teacher and student profile in the 21st Century presupposes a new look on teaching and learning. This research has as its main objective to verify how the integration of digital resources and also the physical support, in the classroom can promote opportunities: (1) that prepare the future teacher for the unforeseen, the complexity, and the capacity to innovate; (2) that prepare the children with knowledge, attitudes, capacities and values that will allow then to already face the present and also the future. We opted for a case study with a qualitative approach. The data was collected through reflexive narrative carried out by the trainee and through interviews conducted with children and the cooperating teacher. Content analysis was used as a data analysis strategy. From the analysis of the reflective narrative of the trainee student, one can find out that there were three important moments during the process of professional development: the design of the action plans, the intervention and the post-action reflection. The categories of analysis that emerge in each one of the moments constitute a reference on self-awareness (limits, potentialities), the understanding of facts (opportunities and challenges) and the creative and critical sense of the practical situations of pedagogical daily practice. The analysis of the interviews reveals that the methodology and resources used by the trainee teacher respond to the current student profile when leaving the compulsory schooling, O Perfil dos Alunos à Saída da Escolaridade (the students’ profile when leaving school), homologated by the office no. 6478/2017, 26 of July 2017. It is concluded that, on the one hand, the work carried out by the teacher contributed to their professional and personal development, and, on the other hand, fostered children to develop many of the skills which can be found in the above document.

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