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Práticas colaborativas de ensino e aprendizagem: perspetivas de professores de primeiro e segundo ciclos do Ensino Básico : um estudo de caso
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Advisor(s)
Abstract(s)
Este estudo pretendeu perceber como tem sido feita a implementação do projeto Aprender em Círculo no Agrupamento de Escolas A. Esse projeto tem tentado dar respostas a um conjunto de necessidades sentidas no agrupamento, em geral, e por um grupo de professores, em particular. O estudo incidiu no trabalho das equipas educativas (professores de turmas dos 1º e 2º ciclos), na implementação de metodologias diferenciadas e diferenciadoras, promotoras de aprendizagens significativas, de modo especial as práticas colaborativas de ensino e aprendizagem. Pretendeu-se responder a um conjunto de cinco questões de partida, relacionando as práticas colaborativas, implementadas pelas equipas pedagógicas, com a Supervisão Pedagógica, a experiência do trabalho a pares, bem como a integração de novos professores nas equipas. Foram definidos sete objetivos gerais, com os quais se pretendeu perceber: o modo de implementação do projeto, as conceções e as experiências de supervisão por parte dos professores envolvidos no projeto, o
reconhecimento do trabalho de pares como prática supervisiva, as consequências desse trabalho de pares, quer para os professores, quer para os alunos e, ainda, a forma de integração de novos docentes. Em relação à Metodologia, realizou-se um estudo de caso, inserido no paradigma interpretativo, recorrendo a métodos mistos. Face aos objetivos definidos, delineámos uma metodologia mista de investigação, fazendo recurso da entrevista, do inquérito por questionário e da análise documental como técnicas de recolha de dados, e da análise estatística (descritiva) e da análise de conteúdo como técnicas de análise de dados. Em concreto, elaborámos um questionário com base nos objetivos da investigação, que foi aplicado a professores (n=15) do ensino básico (1º e 2º ciclo), do agrupamento A, assim como uma entrevista semiestruturada, aplicada a docentes dos mesmos níveis (n=6). Quanto à análise documental, incidiu sobre um corpus de documentos
legais nacionais e relatórios de acompanhamento da implementação do projeto.
Os resultados do estudo apontam no sentido da valorização do trabalho de pares dos professores.
A Supervisão Pedagógica é vista como parte integrante do processo, acontecendo naturalmente entre os intervenientes.
This study aimed to understand how the implementation of the Learning in Circle project has been conducted in School Group A. This project has tried to respond to a set of needs felt in the grouping, in general, and by a group of teachers, in particular. The study focused on the work of educational teams (teachers of 1st and 2nd cycle classes), on the implementation of differentiated and differentiating methodologies, promoting meaningful learning, especially collaborative teaching and learning practices. It was intended to answer a set of five starting questions, relating the collaborative practices, implemented by the pedagogical teams, with the Pedagogical Supervision, the experience of working in pairs, as well as the integration of new teachers in the teams. Seven general objectives were defined, with which it was intended to understand: the way of implementation of the project, the conceptions and experiences of supervision by the teachers involved in the project, the recognition of peer work as a supervisory practice, the consequences of this peer work, both for teachers and students, and also for the students. the way of integrating new teachers. Regarding the Methodology, a case study was conducted, inserted in the interpretative paradigm, using mixed methods. In view of the defined objectives, we outlined a mixed research methodology, using interviews, questionnaire surveys and document analysis as data collection techniques, and statistical analysis (descriptive) and content analysis as data analysis techniques. Specifically, we developed a questionnaire based on the research objectives, which was applied to teachers (n=15) of basic education (1st and 2nd cycle), from group A, as well as a semi-structured interview, applied to teachers of the same levels (n=6). As for the document analysis, it focused on a corpus of national legal documents and monitoring reports on the implementation of the project. The results of the study point to the appreciation of teachers' peer work. Pedagogical Supervision is seen as an integral part of the process, happening naturally between the stakeholders.
This study aimed to understand how the implementation of the Learning in Circle project has been conducted in School Group A. This project has tried to respond to a set of needs felt in the grouping, in general, and by a group of teachers, in particular. The study focused on the work of educational teams (teachers of 1st and 2nd cycle classes), on the implementation of differentiated and differentiating methodologies, promoting meaningful learning, especially collaborative teaching and learning practices. It was intended to answer a set of five starting questions, relating the collaborative practices, implemented by the pedagogical teams, with the Pedagogical Supervision, the experience of working in pairs, as well as the integration of new teachers in the teams. Seven general objectives were defined, with which it was intended to understand: the way of implementation of the project, the conceptions and experiences of supervision by the teachers involved in the project, the recognition of peer work as a supervisory practice, the consequences of this peer work, both for teachers and students, and also for the students. the way of integrating new teachers. Regarding the Methodology, a case study was conducted, inserted in the interpretative paradigm, using mixed methods. In view of the defined objectives, we outlined a mixed research methodology, using interviews, questionnaire surveys and document analysis as data collection techniques, and statistical analysis (descriptive) and content analysis as data analysis techniques. Specifically, we developed a questionnaire based on the research objectives, which was applied to teachers (n=15) of basic education (1st and 2nd cycle), from group A, as well as a semi-structured interview, applied to teachers of the same levels (n=6). As for the document analysis, it focused on a corpus of national legal documents and monitoring reports on the implementation of the project. The results of the study point to the appreciation of teachers' peer work. Pedagogical Supervision is seen as an integral part of the process, happening naturally between the stakeholders.
Description
Keywords
Equipa pedagógica Práticas colaborativas Diversificação / Diferenciação Inclusão Supervisão pedagógica Pedagogical team Collaborative practices Diversification/Differentiation Inclusion Pedagogical supervision
Citation
Saraiva, Isabel Maria dos Santos Tomás - Práticas colaborativas de ensino e aprendizagem [Em linha]: perspetivas de professores de primeiro e segundo ciclos do Ensino Básico : um estudo de caso. [S.l.]: [s.n.], 2024. 163 p.