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Práticas pedagógicas inovadoras e promotoras de desenvolvimento de competências : estudo realizado na Escola Básica Narciso António Ramalho
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Abstract(s)
O presente estudo centrou-se na descrição e compreensão sobre como o gestor, a
coordenadora pedagógica e os professores percecionam as práticas inovadoras dos
professores e a influência dessas práticas no desenvolvimento de competências dos alunos
de uma escola em Cabo Verde, após a implementação da revisão curricular assente na
pedagogia de integração relativa à abordagem por competências. Deste modo, começamos
por clarificar conceitos, tais como competência, inovação e prática pedagógica, modelo de
ensino e, ainda, a pedagogia de integração na abordagem por competências na relação com
a formação de professores. Sendo um estudo de natureza qualitativa formulamos a seguinte
questão de partida: quais são as perceções dos professores, da coordenadora pedagógica e
do gestor, relativamente à implementação da abordagem por competências, às inovações
introduzidas nas práticas pedagógicas dos professores e no que concerne ao impacto dessas
práticas no desenvolvimento de competências dos alunos da escola básica Narciso António
Ramalho? Partindo desta questão foram definidos os seguintes objetivos: i) perceber o
entendimento dos professores, da coordenadora pedagógica e do gestor de pólo sobre
competência, abordagem por competências e as inovações introduzidas na prática
pedagógica; ii) identificar práticas inovadoras e promotoras do desenvolvimento de
competências introduzidas na escola em estudo, com a implementação da nova revisão
curricular; iii) averiguar como os professores, a coordenadora pedagógica e o gestor
percecionam o modo como está sendo implementada a revisão curricular, assente na
abordagem por competências e iv) interpretar os impactos e influências das práticas
pedagógicas inovadoras no desenvolvimento de competências dos alunos. A recolha de
dados foi realizada através de entrevistas, grelhas de observação de aulas e análise das
planificações diárias, tendo-se recorrido à análise de conteúdo para examinar
detalhadamente e em profundidade as práticas pedagógicas. Os resultados evidenciam que,
em geral, os participantes apropriaram os conceitos subjacentes à abordagem curricular por
competências, apesar de apresentarem níveis distintos de apropriação. Outrossim, foram
identificadas algumas práticas inovadoras na planificação, na execução de aulas e na
avaliação, não obstante alguns constrangimentos relativamente à formação de professores,
introdução de novos programas e manuais escolares e seguimento dos professores.
The present study focused on the description and the understanding of how the school manager, the pedagogical coordinator and the teachers perceive the innovative practices applied by the teachers and the advantages of applying these practices in building skills in students of a school in Cabo Verde after the implementation of a curriculum revision based on the competency approach. We began by clarifying concepts such as competence, innovation and pedagogical practice, teaching models, and also the pedagogic integration in the competency approach in the context of teacher training. As a qualitative study, we formulate the following starting question: what are the perceptions of the teachers, the pedagogic coordinator and the school manager, regarding the implementation of the competency approach, the innovations introduced in the pedagogical practices of teachers, and the impact of these practices in the development of skills in the students of the Narciso António Ramalho primary school? From this question, the following objectives were defined: i) To perceive the degree of understanding of the teachers, the pedagogic coordinator and the school manager about competence, the competency approach, and the innovations introduced in the pedagogical practice; ii) To identify the innovative practices that enable the development of competencies that were introduced in the school under study during the implementation of the new curricular revision; iii) to investigate the perception of the teachers, the pedagogical coordinator and the manager about the way that the curricular revision is being implemented based on the competency approach; and iv) to understand the impact and the influences of innovative pedagogical practices in the development of competences in students. The data collection was performed through interviews, classroom observations and analysis of daily planning, and content analysis was used to examine in detail the pedagogical practices. The results show that, in general, the participants appropriated the underlying concepts of the curricular approach by competences. However, they presented distinct levels of appropriation. Some innovative practices were identified in planning, class execution and evaluation, despite some constraints regarding the academic degree of teachers, the introduction of new programs and textbooks and teacher follow-up.
The present study focused on the description and the understanding of how the school manager, the pedagogical coordinator and the teachers perceive the innovative practices applied by the teachers and the advantages of applying these practices in building skills in students of a school in Cabo Verde after the implementation of a curriculum revision based on the competency approach. We began by clarifying concepts such as competence, innovation and pedagogical practice, teaching models, and also the pedagogic integration in the competency approach in the context of teacher training. As a qualitative study, we formulate the following starting question: what are the perceptions of the teachers, the pedagogic coordinator and the school manager, regarding the implementation of the competency approach, the innovations introduced in the pedagogical practices of teachers, and the impact of these practices in the development of skills in the students of the Narciso António Ramalho primary school? From this question, the following objectives were defined: i) To perceive the degree of understanding of the teachers, the pedagogic coordinator and the school manager about competence, the competency approach, and the innovations introduced in the pedagogical practice; ii) To identify the innovative practices that enable the development of competencies that were introduced in the school under study during the implementation of the new curricular revision; iii) to investigate the perception of the teachers, the pedagogical coordinator and the manager about the way that the curricular revision is being implemented based on the competency approach; and iv) to understand the impact and the influences of innovative pedagogical practices in the development of competences in students. The data collection was performed through interviews, classroom observations and analysis of daily planning, and content analysis was used to examine in detail the pedagogical practices. The results show that, in general, the participants appropriated the underlying concepts of the curricular approach by competences. However, they presented distinct levels of appropriation. Some innovative practices were identified in planning, class execution and evaluation, despite some constraints regarding the academic degree of teachers, the introduction of new programs and textbooks and teacher follow-up.
Description
Keywords
Supervisão Práticas pedagógicas Escola Inovação Desenvolvimento de competências Professores Alunos Ensino básico Cabo Verde Competencies Pedagogical practices Change and innovation Pedagogical supervision
Citation
Ramos, Manuel Armando - Práticas pedagógicas inovadoras e promotoras de desenvolvimento de competências [Em linha]: estudo realizado na Escola Básica Narciso António Ramalho. [S.l.]: [s.n.], 2018. 149 p.