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Ensino e aprendizagem no contexto de um TEIP : a urgĂȘncia de educar para e pela sociedade
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Abstract(s)
A relação entre o ensino e a aprendizagem e as caracterĂsticas societais torna-se cada vez mais profunda e de maior interdependĂȘncia, devido Ă democratização e expansĂŁo do acesso ao ensino, que originam a presença na escola de grande diversidade social e cultural. Dado o novo perfil dos pĂșblicos escolares, que se reflete num aumento do insucesso na sua aceção alargada (retençÔes, absentismo, indisciplina, violĂȘncia), a escola deve assumir a sua quota-parte na redução da exclusĂŁo escolar e social, por meio de açÔes que atenuem aqueles problemas, designadamente pelo questionamento da âforma escolarâ e da matriz pedagĂłgica homogĂ©neas que a caracterizam desde a sua fundação.
Este estudo parte da conceção de que os TerritĂłrios Educativos de Intervenção PrioritĂĄria sĂŁo locais onde os problemas sociais, econĂłmicos e culturais se concentram e de que a escola, assumindo o seu papel de promotora da igualdade social face Ă educação e no Ăąmbito da sua autonomia, deve optar por estratĂ©gias de ensino e aprendizagem integradoras da pluralidade de saberes dos alunos e, simultaneamente, que impulsionem o desenvolvimento de competĂȘncias necessĂĄrias Ă sĂŁ convivĂȘncia em comunidade, transformando a educação numa experiĂȘncia social.
O estudo empĂrico tem como contexto uma Escola BĂĄsica do 2Âș e 3Âș Ciclos, em SetĂșbal, e com ele pretendemos identificar estratĂ©gias de ensino e aprendizagem utilizadas pelos professores numa turma do 7Âș ano, relacionar a utilização de estratĂ©gias enquadradas no paradigma interpessoal com o nĂvel de inclusĂŁo dos alunos na escola e, finalmente, verificar efeitos das estratĂ©gias utilizadas na satisfação dos alunos relativamente aos ambientes de aprendizagem. Visto que se trata de um estudo de caso, em que sĂŁo utilizadas metodologias associadas ao paradigma qualitativo, os seus resultados nĂŁo sĂŁo generalizĂĄveis, mas poderĂŁo fornecer pistas extrapolĂĄveis e adaptĂĄveis a contextos semelhantes, gerando melhorias no ensino.
The relationship between teaching and learning and its societal characteristics becomes more and more profound and assumes a greater interdependency, due to the democratization and expansion of learning access which originate the presence at school of a huge social and cultural diversity. Because of the new profile of the school public - which has its reflection in the ricing failure in its wider sense (failure in the learning process (flunking), absenteeism, indiscipline, violence) - school must take its share of responsibility in the reduction of school social exclusion by means of actions that reduce those problems, namely through questioning the âschool formâ and the pedagogic homogeneous matrix that characterize it since its foundation. This study starts assuming that the Educative Territories of Priority Intervention are places where the social, economic and cultural problems are centred and that school, assuming its part of promoter of social equality, as far as education is concerned and in the range of its autonomy, should choose teaching and learning strategies that integrate the plurality of studentsâ knowledge and at the same time give impulse to the development of the necessary skills for an healthy living in community , transforming education into a social experience. The empirical study has a school in SetĂșbal as a context and with it we not only intend to identify teaching and learning strategies used by teachers of a year 7 class, but to relate as well the use of strategies within the interpersonal paradigm with the level of inclusion of students in the school and finally we intend to check the effects of the strategies used in the satisfaction of the students in relation to the learning environments. Since this is a study of a case, in which methods associated to the qualitative paradigm are used, its results are not to be generalized but they may give some clues extrapolated and adaptable to similar contexts, generating teaching improvements.
The relationship between teaching and learning and its societal characteristics becomes more and more profound and assumes a greater interdependency, due to the democratization and expansion of learning access which originate the presence at school of a huge social and cultural diversity. Because of the new profile of the school public - which has its reflection in the ricing failure in its wider sense (failure in the learning process (flunking), absenteeism, indiscipline, violence) - school must take its share of responsibility in the reduction of school social exclusion by means of actions that reduce those problems, namely through questioning the âschool formâ and the pedagogic homogeneous matrix that characterize it since its foundation. This study starts assuming that the Educative Territories of Priority Intervention are places where the social, economic and cultural problems are centred and that school, assuming its part of promoter of social equality, as far as education is concerned and in the range of its autonomy, should choose teaching and learning strategies that integrate the plurality of studentsâ knowledge and at the same time give impulse to the development of the necessary skills for an healthy living in community , transforming education into a social experience. The empirical study has a school in SetĂșbal as a context and with it we not only intend to identify teaching and learning strategies used by teachers of a year 7 class, but to relate as well the use of strategies within the interpersonal paradigm with the level of inclusion of students in the school and finally we intend to check the effects of the strategies used in the satisfaction of the students in relation to the learning environments. Since this is a study of a case, in which methods associated to the qualitative paradigm are used, its results are not to be generalized but they may give some clues extrapolated and adaptable to similar contexts, generating teaching improvements.
Description
Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta
Keywords
Escola Papel da escola Democratização do ensino Acesso à educação Aprendizagem Ensino colaborativo Modelos educativos Estratégias educacionais Exclusão social Igualdade de oportunidades Expansion and democratization of teaching Educative Territories of Priority Intervention Teaching and learning paradigms Colaborative learning Constructive learning Teaching and learning models
Citation
Correia, Ana Rita - Ensino e aprendizagem no contexto de um TEIP [Em linha] : a urgĂȘncia de educar para e pela sociedade. Lisboa : [s.n.], 2012. 284 p.