Portifólio de práticas pedagógicas

Abstract

This portfolio of pedagogical practices highlights actions developed at Eduardo Mondlane Secondary School and represents a critical and in-depth reflection on the supervised internship process. It is structured around five fundamental axes: analysis of the school space, didactic planning, pedagogical mediation, assessment processes and constructed learning, where each dimension is theoretically founded, supported by authors such as Paulo Freire, José Carlos Libânio and Mário Sérgio Cortella. In the reflection on the school environment, the importance of physical conditions for the teaching-learning process is highlighted, identifying challenges such as broken windows and worn-out blackboards. The importance of the physical conditions of the school and the classroom contributes directly to the success of learning. A well-structured environment, with good lighting, ventilation and adequate resources, favours student motivation and participation. Didactic planning is understood as an essential tool for organizing and adapting the educational process. Biweekly and daily lesson planning are essential for organizing content in a balanced manner and adapting pedagogical practices to students’ needs, promoting more interactive learning. Pedagogical mediation is analyzed considering the heterogeneity of students, their individual needs and inclusion strategies. Assessment processes are examined in their diagnostic, formative and summative dimensions, aiming at a comprehensive understanding of student development. In this regard, the articulation between theory and practice constitutes an instrument for critical reflection on teacher training, favoring the development of practical skills, such as problem-solving, decision-making and efficient communication(TRADUÇÃO NOSSA)