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Literacias digitais no processo de ensino e aprendizagem da língua materna (Português) e língua estrangeira (Inglês)
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O Relatório em vigor diz respeito à Prática de Ensino Supervisionada (P.E.S.) no âmbito do Mestrado em Ensino de Português e de Inglês no 3º Ciclo do Ensino Básico e Ensino Secundário, realizado no ano letivo de 2022-2023 na Escola Secundária Ibn Mucana, em Alcabideche. O tema abordado neste Relatório remete para a exploração da dimensão tecnológica e para a promoção de literacias digitais no processo de ensino e aprendizagem, tanto da língua materna (o Português), como da língua estrangeira (o Inglês). O resultado de uma intervenção didática e pedagógica enquadrada numa metodologia de Investigação-Ação aliada à concretização de questionários produzidos, em colaboração, com as turmas com as quais tive a oportunidade de trabalhar, são objeto de uma análise reflexiva e crítica no âmbito da P.E.S., visando uma melhoria dos processos de ensino e aprendizagem, no contexto português. No fundo, o trabalho elaborado permitiu o entendimento e a reflexão no respeito às potencialidades da vertente tecnológica como recurso didático para as atividades em sala de aula. A par disto, os resultados obtidos através das ferramentas de recolha de dados referidas evidenciaram, de forma consistente, uma motivação registada pelos alunos superior ao habitual e uma sólida valorização por parte dos estudantes do recurso ao digital em ambiente de sala de aula. A observação e lecionação teve lugar em turmas de 8. º e 10. º anos no que concerne à disciplina de Inglês, e do 10. º ano quanto à disciplina de Português.
This report concerns “Prática de Ensino Supervisionada” within the scope of the Masters degree in “Teaching Portuguese and English in the 3rd Cycle of Basic Education and Secondary Education”, carried out during the 2022-23 school year, at Escola Secundária Ibn Mucana, in Cascais. The theme addressed in this report refers to maximizing the potential of using technology in the classroom and the promotion of digital literacies in the teaching and learning process, both in the first language (Portuguese) and in the foreign language (English). The result of a didactic and pedagogical approach framed in an Action-Research methodology along with the use of questionnaires with the classes with which I had the opportunity to work, are the object of a reflective and critical analysis within the scope of my supervised teaching practice in Portuguese and English. In essence, the work carried out allows us to understand, analyse and reflect on the potential of the technological aspect as a didactic resource for activities in the classroom. Alongside this, data collection through oral surveys throughout the teaching period and written evaluation questionnaires at the end of each teaching period showed that the motivation to work and learn registered by the students proved to be much higher than usual. In addition, the data consistently reflected a solid appreciation by students of the use of digital in the classroom environment. Observation and teaching took place in 8th and 10th grade classes for English, and 10th grade classes for Portuguese.
This report concerns “Prática de Ensino Supervisionada” within the scope of the Masters degree in “Teaching Portuguese and English in the 3rd Cycle of Basic Education and Secondary Education”, carried out during the 2022-23 school year, at Escola Secundária Ibn Mucana, in Cascais. The theme addressed in this report refers to maximizing the potential of using technology in the classroom and the promotion of digital literacies in the teaching and learning process, both in the first language (Portuguese) and in the foreign language (English). The result of a didactic and pedagogical approach framed in an Action-Research methodology along with the use of questionnaires with the classes with which I had the opportunity to work, are the object of a reflective and critical analysis within the scope of my supervised teaching practice in Portuguese and English. In essence, the work carried out allows us to understand, analyse and reflect on the potential of the technological aspect as a didactic resource for activities in the classroom. Alongside this, data collection through oral surveys throughout the teaching period and written evaluation questionnaires at the end of each teaching period showed that the motivation to work and learn registered by the students proved to be much higher than usual. In addition, the data consistently reflected a solid appreciation by students of the use of digital in the classroom environment. Observation and teaching took place in 8th and 10th grade classes for English, and 10th grade classes for Portuguese.
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Palavras-chave
Literacias digitais Tecnologias digitais Processo de ensino e aprendizagem Motivação Digital literacies Digital technologies Teaching and learning process Motivation