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Monitorização do processo de implementação do Projeto COOPERA: impacto e evolução das perspetivas de pais/encarregados de educação e de alunos
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Resumo(s)
Neste tempo de incertezas e transições, perante as exigências da sociedade em geral e do mercado de trabalho, do global e do local, a escola tem vindo a afirmar-se, assumindo novas posturas e novas responsabilidades. Justifica-se, assim, que a escola assuma o desafio de se reconfigurar, através da (re)construção de estratégias de ação educativa e pedagógica, centradas na promoção da qualidade das aprendizagens, do sucesso educativo dos alunos e da assunção de competências sociais, interpessoais e de cooperação. É neste pressuposto que a Aprendizagem Cooperativa encontra a sua expressão, ao possibilitar o desenvolvimento dessas competências, perspetivadas em contextos de partilha e de cooperação.
O presente trabalho apresenta um estudo do «tipo caso» numa Escola Secundária com 3.º Ciclo, da Região de Lisboa e Vale do Tejo, através da monitorização do processo de implementação do Projeto COOPERA, alicerçado na aplicação da Aprendizagem Cooperativa. Este Projeto, implementado no ano letivo de 2022/2023, motivou o nosso estudo com os seguintes objetivos: Conhecer as perspetivas de Pais/Encarregados de Educação sobre a comunicação e envolvimento no Projeto COOPERA; Identificar possíveis constrangimentos (obstáculos e resistências), por parte de Pais/Encarregados de Educação e de alunos, que condicionam a operacionalização do Projeto COOPERA; Identificar as perspetivas de Pais/Encarregados de Educação e de alunos sobre os benefícios da inclusão no Projeto COOPERA; Analisar a evolução dos resultados escolares dos alunos com a implementação do Projeto COOPERA.
Este estudo recorreu a uma metodologia de investigação mista, através da aplicação de um inquérito por questionário, incluindo a Escala de Benefícios da Aprendizagem Cooperativa, a 122 e a 142 Pais/Encarregados de Educação, nos anos letivos de 2022/2023 e 2023/2024, respetivamente, a 161 e a 364 alunos, nos mesmos anos letivos e da análise documental às pautas dos resultados escolares de 257 alunos, em 7 momentos de avaliação, entre os anos letivos de 2022/2023 e 2024/2025.
A triangulação de dados quantitativos obtidos (escala e resultados académicos) e qualitativos (perguntas abertas incluídas nos questionários) permitiu concluir que, embora o Projeto COOPERA não tenha conseguido o impacto desejável de elevar os resultados escolares de forma consistente, ao longo do tempo, registando-se apenas uma melhoria entre o primeiro e o último momento de cada ano letivo, que não se refletia no ano letivo seguinte, quer os Pais/EE, quer os alunos, reconhecem efeitos positivos da Aprendizagem Cooperativa, igualmente almejados pelo Projeto COOPERA, sobretudo ao nível dos benefícios sociais, expressando-se estes de forma mais evidente e consistente ao longo dos dois anos letivos.
In these times of uncertainty and transition, given the demands of society in general and of the labour market, both globally and locally, schools have been asserting themselves by adopting new approaches and new responsibilities. It is therefore justified that schools take on the challenge of reconfiguring themselves through the (re)construction of educational and pedagogical action strategies centred on promoting the quality of learning, students’ academic success, and the development of social, interpersonal, and cooperative skills. It is within this framework that Cooperative Learning finds its expression, as it enables the development of these skills in contexts of sharing and cooperation. This work presents a case-type study carried out in a Secondary School with a Lower Secondary Cycle, in the Lisbon and Tagus Valley region, through the monitoring of the implementation process of the COOPERA Project, grounded in the application of Cooperative Learning. Implemented during the 2022/2023 school year, this Project motivated our study, which pursued the following objectives: to understand the perspectives of Parents/Guardians regarding communication and involvement in the COOPERA Project; to identify possible constraints (obstacles and resistance) from Parents/Guardians and students that condition the operationalisation of the COOPERA Project; to identify the perspectives of Parents/Guardians and students on the benefits of participating in the COOPERA Project; and to analyse the evolution of students’ academic results following the implementation of the COOPERA Project. This study used a mixed research methodology, through the application of a questionnaire survey including the Cooperative Learning Benefits Scale, to 122 and 142 Parents/Guardians, in the 2022/2023 and 2023/2024 school years, respectively, to 161 and 364 students, in the same school years and the documentary analysis of the school results of 257 students, in 7 evaluation moments, between the academic years 2022/2023 and 2024/2025. The triangulation of quantitative data (scale and academic results) and qualitative data (open questions included in the questionnaires) obtained allowed us to conclude that, although the COOPERA Project has not achieved the desired impact of raising school results consistently, over time, there is only one improvement between the first and the last moment of each school year, that was not reflected in the following school year, both the Parents/EE and the students recognize the positive effects of Cooperative Learning, also desired by the COOPERA Project, especially in terms of social benefits, which became more evident and consistent over the course of the two academic years.
In these times of uncertainty and transition, given the demands of society in general and of the labour market, both globally and locally, schools have been asserting themselves by adopting new approaches and new responsibilities. It is therefore justified that schools take on the challenge of reconfiguring themselves through the (re)construction of educational and pedagogical action strategies centred on promoting the quality of learning, students’ academic success, and the development of social, interpersonal, and cooperative skills. It is within this framework that Cooperative Learning finds its expression, as it enables the development of these skills in contexts of sharing and cooperation. This work presents a case-type study carried out in a Secondary School with a Lower Secondary Cycle, in the Lisbon and Tagus Valley region, through the monitoring of the implementation process of the COOPERA Project, grounded in the application of Cooperative Learning. Implemented during the 2022/2023 school year, this Project motivated our study, which pursued the following objectives: to understand the perspectives of Parents/Guardians regarding communication and involvement in the COOPERA Project; to identify possible constraints (obstacles and resistance) from Parents/Guardians and students that condition the operationalisation of the COOPERA Project; to identify the perspectives of Parents/Guardians and students on the benefits of participating in the COOPERA Project; and to analyse the evolution of students’ academic results following the implementation of the COOPERA Project. This study used a mixed research methodology, through the application of a questionnaire survey including the Cooperative Learning Benefits Scale, to 122 and 142 Parents/Guardians, in the 2022/2023 and 2023/2024 school years, respectively, to 161 and 364 students, in the same school years and the documentary analysis of the school results of 257 students, in 7 evaluation moments, between the academic years 2022/2023 and 2024/2025. The triangulation of quantitative data (scale and academic results) and qualitative data (open questions included in the questionnaires) obtained allowed us to conclude that, although the COOPERA Project has not achieved the desired impact of raising school results consistently, over time, there is only one improvement between the first and the last moment of each school year, that was not reflected in the following school year, both the Parents/EE and the students recognize the positive effects of Cooperative Learning, also desired by the COOPERA Project, especially in terms of social benefits, which became more evident and consistent over the course of the two academic years.
Descrição
Tese de Mestrado em Supervisão Pedagógica, apresentada à Universidade Aberta
Palavras-chave
Aprendizagem cooperativa Autonomia Flexibilidade curricular Projeto COOPERA Pais Encarregados de educação Alunos Cooperative learning Autonomy Curricular Flexibility COOPERA project Parents/Guardians and students