Inovação pedagógica no ensino profissional : a aprendizagem baseada em problemas com o Packet Tracer na formação em redes de dados
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2025
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O presente relatório descreve e reflete criticamente a Prática de Ensino Supervisionada (PES) desenvolvida no âmbito do Mestrado em Ensino de Informática, especificamente na disciplina de Instalação e Manutenção de Equipamentos Informáticos (IMEI), integrada no Curso Profissional de Técnico de Gestão de Equipamentos Informáticos (TGEI) da Escola Secundária Sá da Bandeira, em Santarém. A intervenção centrou-se na metodologia de Aprendizagem Baseada em Problemas (PBL), procurando reforçar a ligação entre teoria e prática e promover aprendizagens que fossem relevantes, contextualizadas e sustentadas no tempo. O módulo 8, dedicado à Montagem e Manutenção de Redes de Dados, constituiu o núcleo central do projeto, sendo implementado com recurso ao simulador Cisco Packet Tracer. Este recurso tecnológico facilitou a consolidação de conhecimentos já adquiridos e incentivou os alunos a desenvolver soluções autónomas e criativas, próximas das exigências do contexto profissional. A investigação que sustenta esta prática procurou responder à questão principal: De que forma o uso do simulador Cisco Packet Tracer contribui para o interesse e motivação dos alunos na aprendizagem prática de Montagem e Manutenção de Redes de Dados, e quais são os fatores que influenciam essa experiência? Para responder à questão, recorreu-se a uma abordagem metodológica mista, integrando análise documental, observação direta estruturada e questionários com escalas Likert, o que permitiu compreender de forma abrangente o impacto das estratégias adotadas. Inclui-se igualmente o enquadramento da escola, do curso e da turma, sublinhando a diversidade socioeconómica e cultural do Agrupamento de Escolas Sá da Bandeira e a necessidade de estratégias pedagógicas diferenciadas. A reflexão final destaca o papel das metodologias ativas na motivação dos alunos, evidenciando como abordagens inovadoras podem ajudar a desconstruir estigmas sobre o ensino profissional e a reforçar a legitimidade das suas escolhas formativas. Como destaca Nóvoa (2009, p. 36), a formação de professores "deve passar para "dentro" da profissão, isto é, deve basear-se na aquisição de uma cultura profissional, concedendo aos professores mais experientes um papel central na formação dos mais jovens". Esta perspetiva destaca a importância de práticas reflexivas e construtoras na prática educativa proposta nesta intervenção. Mais do que um registo técnico-descritivo, este relatório assume-se como um exercício de reflexão crítica e fundamentada sobre a inovação pedagógica e a importância de práticas educativas que articulem rigor técnico com a formação cívica dos alunos. De acordo com Teodoro (2006, p. 11), essa mudança pedagógica implica "uma gestão local do currículo, que permita a passagem de um ensino uniforme, transmissivo e expositivo, indiferente à diversidade, qualquer que ela seja, para um ensino centrado na organização e gestão de situações diferenciadas e interativas de aprendizagem".
This report describes and critically reflects on the Supervised Teaching Practice (STP) developed as part of the Master's Degree in Computer Science Teaching, specifically in the subject of Installation and Maintenance of Computer Equipment (IMEI), part of the Professional Course for Computer Equipment Management Technicians (TGEI) at the Sá da Bandeira Secondary School in Santarém. The main focus of the pedagogical intervention was the application of the Problem Based Learning (PBL) methodology, emphasising the link between theory and practice, with the aim of providing meaningful, critical and lasting learning. Module 8, dedicated to Data Network Assembly and Maintenance, was the centrepiece of the project and was implemented using the Packet Tracer simulator. This technological tool enabled the consolidation of previous learning and stimulated the students' ability to develop autonomous and creative solutions, close to real labour market situations. The research underpinning this practice sought to answer the main question: How does the use of the Packet Tracer simulator contribute to students' interest and motivation in practical learning of Data Network Assembly and Maintenance, and what are the factorsthat influence this experience? To address this question, a mixed methodological approach was used, combining documentary analysis, structured direct observation and questionnaires with Likert scales, which allowed for a broad and in-depth understanding of the pedagogical impact of the strategies adopted. This report also presents a detailed overview of the school, the course and the class involved, highlighting the diverse socio-economic and cultural context that characterises Agrupamento de Escolas Sá da Bandeira, reinforcing the importance of an adapted and inclusive educational approach. The final critical reflection addresses the relevance of active methodologies in motivating students, highlighting how the application of innovative strategies can contribute to combating the stigmas associated with vocational education and valuing students' educational choice. As Nóvoa (2009, p. 36) points out, teacher training ‘must move “inside” the profession, that is, it must be based on the acquisition of a professional culture, giving more experienced teachers a central role in the training of younger ones’. This perspective emphasises the importance of reflective and constructive practices in the educational practice proposed in this intervention. In this way, the report is not just a technical or descriptive document, but a reflective exercise on the crucial role of pedagogical innovation and the relevance of educational practices that promote rigorous technical training and active, responsible citizenship. As Teodoro (2006, p. 11) stresses, it is essential to implement a "diversification and local management of the curriculum, which allows the transition from uniform, transmissive and expository teaching, indifferent to diversity, whatever it may be, to teaching centred on the organisation and management of differentiated and interactive learning situations".
This report describes and critically reflects on the Supervised Teaching Practice (STP) developed as part of the Master's Degree in Computer Science Teaching, specifically in the subject of Installation and Maintenance of Computer Equipment (IMEI), part of the Professional Course for Computer Equipment Management Technicians (TGEI) at the Sá da Bandeira Secondary School in Santarém. The main focus of the pedagogical intervention was the application of the Problem Based Learning (PBL) methodology, emphasising the link between theory and practice, with the aim of providing meaningful, critical and lasting learning. Module 8, dedicated to Data Network Assembly and Maintenance, was the centrepiece of the project and was implemented using the Packet Tracer simulator. This technological tool enabled the consolidation of previous learning and stimulated the students' ability to develop autonomous and creative solutions, close to real labour market situations. The research underpinning this practice sought to answer the main question: How does the use of the Packet Tracer simulator contribute to students' interest and motivation in practical learning of Data Network Assembly and Maintenance, and what are the factorsthat influence this experience? To address this question, a mixed methodological approach was used, combining documentary analysis, structured direct observation and questionnaires with Likert scales, which allowed for a broad and in-depth understanding of the pedagogical impact of the strategies adopted. This report also presents a detailed overview of the school, the course and the class involved, highlighting the diverse socio-economic and cultural context that characterises Agrupamento de Escolas Sá da Bandeira, reinforcing the importance of an adapted and inclusive educational approach. The final critical reflection addresses the relevance of active methodologies in motivating students, highlighting how the application of innovative strategies can contribute to combating the stigmas associated with vocational education and valuing students' educational choice. As Nóvoa (2009, p. 36) points out, teacher training ‘must move “inside” the profession, that is, it must be based on the acquisition of a professional culture, giving more experienced teachers a central role in the training of younger ones’. This perspective emphasises the importance of reflective and constructive practices in the educational practice proposed in this intervention. In this way, the report is not just a technical or descriptive document, but a reflective exercise on the crucial role of pedagogical innovation and the relevance of educational practices that promote rigorous technical training and active, responsible citizenship. As Teodoro (2006, p. 11) stresses, it is essential to implement a "diversification and local management of the curriculum, which allows the transition from uniform, transmissive and expository teaching, indifferent to diversity, whatever it may be, to teaching centred on the organisation and management of differentiated and interactive learning situations".
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MESTRADO EM ENSINO DE INFORMÁTICA, ENSINO DA INFORMÁTICA, ENSINO PROFISSIONAL, REDES DE DADOS, MOTIVAÇÃO, COMPUTER SCIENCE TEACHING, PROFESSIONAL EDUCATION, DATA NETWORK, MOTIVATION