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Aprender a viver juntos : que significado curricular no 1º ano?
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Abstract(s)
Tendo por referência uma das aprendizagens fundamentais consideradas como pilares do conhecimento, o “aprender a viver juntos”, assim como a percepção de que o início da escolaridade corresponde a um período no qual a criança começa a adquirir e a desenvolver competências sociais elementares, o presente estudo pretende investigar a dimensão desta aprendizagem ao nível do 1.º Ano do Ensino Básico e o respectivo significado curricular, em particular no que diz respeito ao desenho curricular e ao modo como esta aprendizagem é operacionalizada.
O interesse por esta temática resultou da noção que a dimensão social da Educação tem vindo a ganhar uma progressiva importância, assim como da percepção de que não existe um leque alargado de estudos ou investigações, no domínio da Investigação Educacional, sobre esta aprendizagem fundamental ao nível dos primeiros anos da escolaridade obrigatória em Portugal.
A investigação realizada procurou dar respostas a questões relacionadas com a importância do “aprender a viver juntos”, tentando determinar o grau de adequação do desenho curricular do 1.º Ano do Ensino Básico à aquisição e desenvolvimento das competências sociais elementares necessárias ao "saber viver juntos", e identificar o modo como este mesmo desenho curricular está a ser operacionalizado relativamente a esta aprendizagem fundamental.
Dadas as restrições impostas pelo tempo disponível para a condução do estudo e da respectiva investigação, optou-se por uma metodologia de "Estudo de Caso" com uma abordagem científica indutiva e exploratória, incidindo sobre uma amostra limitada geograficamente ao concelho de Tomar, correspondente aos docentes do 1.º Ano do Ensino Básico e respectivas lideranças ao nível dos órgãos de gestão dos Agrupamentos de Escolas do concelho, através dos seus Presidentes de Conselho Executivo.
Having as a reference the "learning to live together", considered as one of the fundamental learnings and foundations of the knowledge, as well as the perception that early stages of Basic Education in school correspond to a period in children's life where they start to acquire and develop elementary social competences, this study intends to investigate the dimension of this learning in the 1st Year of the Basic Education and its curricular meaning, regarding both the curricular design and the way this learning is operationalized. The interest for this thematic came from the notion that the social dimension of the Education is gaining ground and importance, as well as from the perception that there’s a lack of studies or investigations, in the field of the Educational Investigation, regarding this fundamental learning at the early stages of school education in Portugal. The investigation carried out has looked for answers to questions related with the importance of the “learning to live together”, attempting to determine the adequacy's degree of the curricular design of the 1st Year to the acquisition and development of the required elementary social competences to the "knowing to live together", as well as to identify the way this very same curricular design is being operationalized relatively to this fundamental learning. Given the time restrictions imposed for the conduction of the study and respective investigation, the "Case Study" methodology has been chosen in association with an inductive and exploratory scientific approach, limiting the study’s sample to the district of Tomar, through the 1st Year's Teachers and respective Executive Presidents of their Schools' Grouping.
Having as a reference the "learning to live together", considered as one of the fundamental learnings and foundations of the knowledge, as well as the perception that early stages of Basic Education in school correspond to a period in children's life where they start to acquire and develop elementary social competences, this study intends to investigate the dimension of this learning in the 1st Year of the Basic Education and its curricular meaning, regarding both the curricular design and the way this learning is operationalized. The interest for this thematic came from the notion that the social dimension of the Education is gaining ground and importance, as well as from the perception that there’s a lack of studies or investigations, in the field of the Educational Investigation, regarding this fundamental learning at the early stages of school education in Portugal. The investigation carried out has looked for answers to questions related with the importance of the “learning to live together”, attempting to determine the adequacy's degree of the curricular design of the 1st Year to the acquisition and development of the required elementary social competences to the "knowing to live together", as well as to identify the way this very same curricular design is being operationalized relatively to this fundamental learning. Given the time restrictions imposed for the conduction of the study and respective investigation, the "Case Study" methodology has been chosen in association with an inductive and exploratory scientific approach, limiting the study’s sample to the district of Tomar, through the 1st Year's Teachers and respective Executive Presidents of their Schools' Grouping.
Description
Dissertação de Mestardo em Supervisão Pedagógica apresentada á Universidade Aberta
Keywords
Ensino básico Curriculum Aprendizagem Competência Relações interpessoais Comunicação interpessoal Educational investigation Learning to live together Basic education curriculum and competences
Citation
Santos, Mário José Anacleto dos - Aprender a viver juntos [Em linha] : que significado curricular no 1º ano?. Lisboa : [s.n.], 2009. 192, LV p.