UNIVERSIDADE PÚNGUÈ

Faculdade de Letras, Ciências Sociais e Humanidades

Portfólio de Inglês

Curso de Licenciatura em Ensino de Português com Habilidades em Ensino de Língua Inglesa

Portfólio
Silvestre Manuel dos Santos

Tete
Novembro, 2023
Silvestre Manuel dos Santos

Portfólio de Inglês

Portfolio a ser apresentado na Faculdade

de Letras, Ciências Sociais e
Humanidades da Universidade Púnguè
como requisito parcial de avaliação sob
orientações do docente:

Mestre Ezequiel Njirazafa

Tete
Novembro, 2023
Index

1. Introduction.........................................................................................................................4

1.1. Objectives........................................................................................................................5

1.1.1. General Objective.........................................................................................................5

1.1.2. Specific Objectives.......................................................................................................5

1.2. Methodology....................................................................................................................5

2.5. English Pedagogical Internship........................................................................................8

2.6. Class.................................................................................................................................8

2.7. Lesson..............................................................................................................................8

2.8. Theoretical references or theoretical foundation.............................................................8

2.9. General principles that guide Pedagogical internship......................................................9

2.11. Observation..................................................................................................................9

2.12. Post Observation........................................................................................................10

2.13. Organization of classes...............................................................................................10

2.14. Relationship between teacher and student.................................................................10

2.15. Domains of learning and development.......................................................................10

3. Conclusions.......................................................................................................................12
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1. Introduction
Pedagogical internship refers to a period in which the student learns to become familiar with
the processes linked to the area in which he wants to work in the future. This involves
learning about techniques on how to work in this area and how to apply theory in practice,
however. This report is the result of what was the discourse of the activities that will begin in
the real field as part of the degree course in Portuguese teaching and the observations that
were carried out at the S.O.S Secondary School. This report describes the activities in three
phases/stages, namely: pre-observation, observation and post-observation. In the pre-
observation phase, activities were developed before departure at the integrated location,
including presentation of the analytical plan of the course, representations of the respective
schools. The observation stage was characterized by real field activities that were carried out
at the Púnguè-Extension-Tete University. After the observation culminated in the preparation
of this report, which consisted of the analysis and systematization of the data collected during
the observation and typing.

This report intends to document here my experience during the period in which I experienced
in practice everything I have learned in theory. It aims to present a description of the place
where the internship was carried out, the duration period and the activities carried out. It aims
to present the activities developed within the scope of pedagogical practice and in the
academic path of professional and personal development. This official study is a compendium
of all the theoretical-practical assumptions implemented with the aim of reflecting on the
options taken, intending to translate what was carried out in an internship situation onto paper.
Scientific and pedagogical rigor was the guiding line for decision-making and their
justification, with a view to effective and reflective teaching and learning.

When it comes to planning, we always look for diversity in resources, always being aware of
the heterogeneity of the school population in which we find ourselves. With the activities
carried out in the classroom, we also sought to motivate students, giving them the appropriate
support that each one needs in order to promote self-esteem, appreciation and autonomy at
paces adjusted to each student.

Communication and the climate of empathy within the classroom were explored through
approaches to topics, through methodologies and strategies that facilitated the teaching and
learning process.
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The pedagogical internship took place in the teaching of English Language 9th grade, Class
B, daytime course. The Teaching and Learning Process is complex in its materialization, as its
execution involves several actors: Teachers, Parents and/or Guardians and Students, in
addition to Structures at different levels. To guarantee the achievement of objectives and
periodic monitoring of all involved, it is pertinent to unite all efforts to allow the affirmation
and integration of the individual in social, economic and political life.

It is in this context that the Government prioritizes public policies approved in international
conventions on Education for all, as the main condition for combating poverty and
guaranteeing the country's development. This report addresses, in general, the activities
carried out throughout the 2nd academic quarter ended in the following aspects to highlight:
Location of the school, School staff, School organization (School Structure), Extracurricular
activities, Compliance with teaching programs, School staff, Pedagogical use, Constraints,
etc.

1.1. Objectives
1.1.1. General Objective

 Report on the pedagogical internship activities carried out at the S.O.S Secondary
School.

1.1.2. Specific Objectives

 Identify the performance of the pedagogical sector at S.O.S Secondary School;

 Detail the teaching-learning methods and means used for subsequent application in
PEA;
 Describe the pedagogical practice activities carried out at S.O.S Secondary School.

1.2. Methodology
To carry out this report, we used the following approaches:

 Field and bibliographical research;

 Direct observation (using human senses);
 Interviews;
 Description of the administrative area;
 Data analysis and interpretation;
 Pedagogical internship Phase;
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 Data synthesis and systematization.

2. Location of the School

The primary and secondary school SOS Hermann Gmeiner de Tete, is located in Bairro
Chingodzi, in the Juventude unit, block No23, in the Aldeia da Criança enclosure, next to the
national road No7 and the Mall complex, in the city of Tete . According to what I observed
and researched, this school is well-regarded in the neighborhood, the professionals are
involved and work with the same objective.

The classes are large and well ventilated. One thing that caught my attention was recess time,
two classes come out at a time and always from the same grade. This way there is no chance
for older students to pick on younger ones.

2.1. Compliance with Teaching Programs

In general, the execution of teaching programs at school level is considered acceptable in

primary education and in the daytime course of general secondary education and not good in
the evening course in most subjects, due to several reasons, highlighting the following:

a) Forced absences and others not, on the part of some Teachers;

b) The way the night course works in which the school community is not prepared for the
distance learning system;
c) Lack of work culture on the part of some teachers, among others.

2.2. Extracurricular Activities

In this area, extracurricular activities were carried out involving students, teachers and
Secretariat staff, with the following tasks being carried out:

a) Lectures to raise awareness and mobilize students to comply with measures to prevent
the new coronavirus;
b) Carrying out systematic campaigns for the use and conservation of free distribution
school books;
c) Lecture against the kidnapping and kidnapping of individuals with albinism;
d) Lectures on combating sexually transmitted diseases and cholera;
e) Cleaning the school grounds, bathrooms and classrooms.
f) Lectures on covid-19 and health protocol and responsible use of toilets and use of
female sanitary pads.
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2.3. School Staff

Under analysis, SOS Hermann Gmeiner Primary and Secondary School operates with 59
classes from 1st to 10th class, 20 of which are primary school classes; 17 classes of General
Secondary Education Day Course, 12 classes of General Secondary Education Night Course
and two (02) PESD classes. It should be noted that for the current academic year, 3,971
students were enrolled, of which 2,090 were female, assisted by 67 teachers, 37 of whom
were women

2.4. Characterization of Classes

The internship took place in a class, distributed by the DAE. Currently, the Teachers' room
and the Special Education office are operating in old storage rooms. In turn, the School
Archive is in a storage room with terrible conditions, while the Management room presents
conditions that do nothing to contribute to a desirable working environment.
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2.5. English Pedagogical Internship

Pedagogical internship are understood as being a curricular activity articulated between theory
and practice, which guarantee experimental contact with concrete psychic-pedagogical and
didactic situations and which contribute to gradually preparing the student for professional
life (DIAS , et al; 2008:98).

On the other hand, pedagogical practices aim to stimulate student learning, providing actions
that will facilitate and be useful for their learning. Therefore, they are conscious and
participatory actions that aim to meet the educational expectations of a given community.

They serve to organize and interpret the intentions of an educational project. In this way,
during the English Pedagogical internship classes, several activities linked to the subject were
developed, with emphasis on the class structure, fortnightly plan, descriptive lesson plan,
daily plan, among others.

2.6. Class
The concept of class is of Greek origin (aulé, patio) to mean courtyard of the Royal Palace.
The attribution of the meaning of teaching space was due to the fact that this concept relates
to the idea of a large place, like a courtyard. Currently, the term is associated with the idea of
students seeking knowledge and not receiving it from others (Abreu, 1990:97).

2.7. Lesson
Plan The lesson plan is a project of activities, it regulates and guides the practitioner's activity,
avoiding unnecessary dispersions. However, in the face of adversity or unexpected situations,
we must be able to adapt our plan to a new reality that imposes itself without losing sight of
the objectives. It is in this space of interaction, often characterized by different and
contradictory views, that learning will take place.

Practitioners, as future teachers, if they are not already, and responsible for the educational
and instructive guidance of the pedagogical practice class, must always take into account that,
often, their objectives, interests and culture are not those of the student.

Therefore, it is imperative that when planning the class, the complexity of the interaction is
taken into account, considering the subjects and all other integral elements.

2.8. Theoretical references or theoretical foundation

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This time, for this report, the practitioner relied on theoretical works by some authors. Such
as: Brandão (1986), tells us that education is all knowledge acquired through experience in
society, whatever it may be. Therefore, the educational act takes place on the bus at home, in
the Church, in the Family and we are all part of this process.

Libânio (2002:32) in education is associated with the process of communication and

interaction through which the members of a society, generation, assimilate knowledge, skills,
techniques, values existing in the culturally organized environment and with this gain the
necessary level to produce other knowledge, techniques and values.

2.9. General principles that guide Pedagogical internship

According to Dias et. al. (2010), the principles that the trainee must follow when interning
are: having mastery of interdisciplinarity when it comes to reflecting on the teaching of a
Geography subject; be aware of the multidimensional relationships between the various areas
of knowledge that must be studied in the PEA; have the ability and ability to observe and
reflect on the concrete reality of the school; having the ability to put theory into practice in the
classroom, and in the case of Geography, to facilitate the understanding of the content to be
taught, examples must be sought that are closer to the students.

2.10. Phases of Pedagogical internship

For Galvão (1996: 71), the Pedagogical Internship has three stages that are mentioned: 3.1.2.
Pre-observation Pre-observation: this is a very significant moment, as the trainee learns
through theory the activities they will carry out at school. At this stage, the trainee begins to
gain the ability and competence to select a method and methodology that facilitate the
achievement of the recommended objective, to analyze and apply didactic – pedagogical
processes, to interpret phenomena or content linked to the teaching of Geography.

The trainee at this stage makes some observations at the school in order to get to know their
reality and the classroom.

2.11. Observation
Observation: at this stage, the trainee becomes responsible for producing the teaching
material; the trainee carefully visualizes the contents of the PEA based on the teaching
program and participates in the dynamics of the school and classroom, acquires the
opportunity to interview the director, Pedagogical director around the maximum number of
students and the organization of some normative documents linked to the PEA that are
important for the course.
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2.12. Post Observation

All activities were centered on the digital platform. In turn, we faced many difficulties, as it
was the first time, we faced a situation of this kind. Because of this difficulty, there was not
much interaction between the teacher and the students, but in any case, the experience
remained. We simply followed the teacher's recommendations.

2.13. Organization of classes

The classes at the school under study are organized into classes and number of rooms
following the sequence of number of rooms. In a broader sense, the school has very
overcrowded classes containing approximately eighty 80 or more students due to the excess of
students, so there is an obligation for students to sit three (3) at each desk and two students
can be seated at another desk.

2.14. Relationship between teacher and student

Aspects of teacher-student interaction:

Cognitive aspect: forms of communication of school content and school tasks indicated to the
student; Socio-emotional aspect: personal relationships between teacher and students and
disciplinary rules. (LIBANEO, José Carlos, 2006:249)

2.15. Domains of learning and development

Each of the dimensions discussed above has the potential to incorporate the domains of
knowledge, skills, and attitudes/values. The knowledge domain focuses on understanding
factual information, terminology, principles, concepts, and theories, while the domain of skills
focuses on what the intern will learn to do. Skills can be physical (the dexterity required to
operate a digital camera) or intellectual (to apply a clinical interviewing technique).

The domain of attitudes and values focuses on habits, beliefs, and motivations an intern may
wish to develop or improve, such as being more patient or being less defensive about
 11

criticism. Each of these domains can be furthered teased apart, creating a useful exercise for
generating possibilities of learning and development during an internship.

One of the first scholars to attempt such an undertaking was Benjamin Bloom who, with his
colleagues, posited the cognitive, affective and psychomotor learning domains (Bloom, 1956).
Taxonomies have been developed in each of these domains. Bloom focused particular
attention on the cognitive domain (which we refer to as knowledge) and proposed a set of six
levels or steps, each of which signified a deeper understanding. Lorin Anderson and David
Krathwohl, revisited the cognitive domain, resulting in revised levels of learning:
Remembering, Understanding, Applying,

Analyzing, Evaluating and Creating (Anderson, Krathwohl, Airasian Cruikshank, Mayer,

Pintrich, Raths, & Wittrock, 2001; Krathwohl, 2002). Both taxonomies describe a progression
from the simple to the complex. Krathwohl and his colleagues created a taxonomy in the
affective domain, describing levels or awareness of and response to an idea and subsequent
levels of valuing (Krathwohl, Bloom & Maisa, 1973). Completing the domains, Simpson
(1972) created a taxonomy in the psychomotor domain.

It is important to reiterate that neither dimensions nor domains are intended as rigid, mutually
exclusive silos of learning. Shulman (2002) reminds us that such systems are heuristics.
Deciding whether a particular outcome is an example of professional, academic, personal, or
civic development is less important than learning to consider all of these dimensions when
thinking about the possibilities for an internship. Similarly, while knowledge, skills, values,
and attitudes can be discussed separately for purposes of analysis and emphasis, in practice
they unfold together in the process of learning and professional practice.
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3. Conclusions

During the internship period, I initially followed the activities developed: dictation of words,
copying and numerals, activities in the book, observing the students and the activities,
understanding the issues related to the process of understanding oral and written language.
Observing to understand the process of knowledge construction and student learning.

When integrating with the room where I participated in monitoring activity participation, I
observed that students do not follow the classes equally, that each one has their own moment,
each one has their own difficulties, some follow faster, others have more difficulty. It is
important to pay attention to the sounds of speech, whether the student is saying the same
thing as they are reading, that is, whether there is coherence between speech and writing. In
other words, in oral and written language, it is necessary to segment words into syllables, and
syllables into phonemes. This process was verified at school, the repetition of sounds,
repeating syllables.

Use of materials from different genres, reflecting on the language we use. According to
Hoffmann (2005, p.53), if we value the “errors” of students, considering them essential for the
“becoming” of the educational process, we must also accept the possibilities of uncertainties,
doubts, and questions that may occur with us based on the analysis of their responses, thus
encouraging discussion about these new or different ideas. During this period of being in the
classroom, it is very important to understand how to act at first, observing the students'
experiences and everyday life in the classroom, with all the problems that arise.

During the work I came to the conclusion that, the approaches that the authors stick to the
surface, it can be said that, with these suggestions, pedagogical practice advances, therefore,
practitioners, after putting them into practice, will be able to understand the teaching and
learning of the subject in which you will be interning, as well as the ability to observe classes
in the same subject and assimilate the principles that guide PEA of a certain subject.

Doing the internship was very rewarding, it is an unforgettable experience, I will definitely
remember it for the rest of my life. At this stage, I think the profile of a teacher is still being
formed. In recognition of the wonderful work carried out at the school where I experienced
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the internship, providing me with a productive and beneficial way to carry out this internship,
I would like to thank everyone who contributed to this work.

The situations gave me insight into how to solve problems and how to act in a school
environment, taking into account the course of the day, we must not always remember that we
are educators and that each child may depend on a special perspective for their development,
so We must never lose our calm but rather think about strategies and alternatives, develop
competence for the student's best performance.

When interacting with several different types of professionals in the field, I was able to
observe how necessary it is for the teacher to always be up to date, as children need solutions
to teaching problems, the teacher cannot remain behind thinking that he already knows
everything, We always have to update ourselves and bring new things to school. Thank you
very much!