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Cursos de português língua de acolhimento: metodologias de aprendizagem colaborativa no ensino a distância
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| 1.58 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo procurou analisar a implementação de metodologias de aprendizagem colaborativa nos cursos de Português Língua de Acolhimento ministrados online em formato síncrono. Dada a diversidade linguística e cultural destes grupos de formação, procurou-se compreender de que forma as metodologias poderiam: (1) estimular a aprendizagem da língua através do trabalho com os pares; (2) possibilitar aprendizagens significativas da língua e da cultura portuguesas: (3) promover a integração no país de acolhimento; (4) reduzir a distância transacional.
O estudo qualitativo de natureza interpretativa assentou na análise de relatórios de acompanhamento pedagógico de sessões de Português Língua de Acolhimento e na realização de entrevistas a formadores. O enquadramento teórico baseou-se em autores como Dillenbourg, Ausubel, Vygotsky e Moore para estudar a construção colaborativa do conhecimento, a aquisição de aprendizagens significativas, a mediação social da aprendizagem e a importância do diálogo na educação a distância.
Os resultados destacaram a relação formador-formando e a interação espontânea como fatores de sucesso e apontaram constrangimentos relacionados com o predomínio dos métodos expositivo e interrogativo, a escassa interação entre formandos, a heterogeneidade dos grupos e a fraca literacia digital.
Conclui-se que a adoção de metodologias de aprendizagem mais ativa e a sua contextualização nas vivências dos formandos poderia ter repercussões ao nível da motivação e da aquisição de aprendizagens significativas.
This study sought to analyse the implementation of collaborative learning methodologies in Portuguese as a Host Language courses delivered online in a synchronous format. Bearing in mind linguistic and cultural diversity of these training groups, we sought to understand how the methodologies could: (1) stimulate language learning through working with peers; (2) enable meaningful learning of the Portuguese language and culture: (3) promote integration in the host country; (4) reduce transactional distance. This qualitative study of an interpretative nature was carried out using the analysis of pedagogical monitoring reports of Portuguese as a Host Language sessions and interviews with trainers. The theoretical framework was based on authors such as Dillenbourg, Ausubel, Vygotsky and Moore to study the collaborative construction of knowledge, the acquisition of meaningful learning, the social mediation of learning and the importance of dialogue in distance education. The results highlighted the trainer-student relationship and spontaneous interaction as success factors, while constraints related to the predominance of expository and interrogative methods, the lack of interaction between trainees, the heterogeneity of the groups and poor digital literacy were pointed out. It concludes that the adoption of more active learning methodologies and their contextualisation in the lives of the trainees could have repercussions in terms of motivation and the acquisition of meaningful learning.
This study sought to analyse the implementation of collaborative learning methodologies in Portuguese as a Host Language courses delivered online in a synchronous format. Bearing in mind linguistic and cultural diversity of these training groups, we sought to understand how the methodologies could: (1) stimulate language learning through working with peers; (2) enable meaningful learning of the Portuguese language and culture: (3) promote integration in the host country; (4) reduce transactional distance. This qualitative study of an interpretative nature was carried out using the analysis of pedagogical monitoring reports of Portuguese as a Host Language sessions and interviews with trainers. The theoretical framework was based on authors such as Dillenbourg, Ausubel, Vygotsky and Moore to study the collaborative construction of knowledge, the acquisition of meaningful learning, the social mediation of learning and the importance of dialogue in distance education. The results highlighted the trainer-student relationship and spontaneous interaction as success factors, while constraints related to the predominance of expository and interrogative methods, the lack of interaction between trainees, the heterogeneity of the groups and poor digital literacy were pointed out. It concludes that the adoption of more active learning methodologies and their contextualisation in the lives of the trainees could have repercussions in terms of motivation and the acquisition of meaningful learning.
Description
Tese de Mestrado em Pedagogia do eLearning, apresentada à Universidade Aberta
Keywords
Português língua de acolhimento Metodologias colaborativas Ensino a distância online e síncrono Portuguese as a host language PLA Collaborative methodologies Distance learning