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Projetos ERASMUS+ como instrumentos de gestão para o desenvolvimento do perfil dos alunos à saída da escolaridade obrigatória
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Advisor(s)
Abstract(s)
Esta investigação explora o impacto dos projetos ERASMUS+ no desenvolvimento do definido no Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO). Surgiu pela procura de atividades e estratégias motivadoras, onde o aluno fosse o centro do processo de ensino aprendizagem, que se revelassem como aprendizagens significativas, que ficassem para a vida.
O estudo baseia-se na experiência da autora como coordenadora de dois projetos ERASMUS+ e na análise de dados recolhidos junto a docentes e discentes participantes nos projetos e na realização de mobilidades.
Foi utilizada a metodologia de investigação qualitativa, com a recolha de dados através de inquéritos online por questionário (fechados e abertos) e análise documental (PASEO e programa ERASMUS+), sendo os participantes, alunos e professores que participaram em, pelo menos, uma mobilidade. Os resultados
demonstraram que os projetos ERASMUS+ contribuem significativamente para o desenvolvimento do PASEO, em particular no que diz respeito às áreas de competências linguísticas em língua(s) estrangeira(s), tanto a nível oral como escrito; competências sociais e interpessoais como a comunicação, o trabalho em equipa, a resolução de problemas e a adaptabilidade a diferentes culturas; competências cívicas e éticas, como a cidadania europeia, o respeito pela diversidade e a responsabilidade social e competências transversais, como a autonomia, a criatividade, o pensamento crítico e a capacidade de aprender a aprender.
Em conclusão, os projetos ERASMUS+ são instrumentos valiosos para o desenvolvimento do perfil dos alunos à saída da escolaridade obrigatória, preparando-os para serem cidadãos ativos, responsáveis e críticos numa
sociedade globalizada. A participação em projetos ERASMUS+ deve ser incentivada e vista como uma oportunidade de aprendizagem e desenvolvimento pessoal para todos os alunos.
This research explores the impact of ERASMUS+ projects on the development of what is defined in the Profile of Students Leaving Compulsory Schooling (PASEO). It arose from the search for motivational activities and strategies, where the student was the center of the teaching-learning process, which proved to be significant learning that would last for life. The study is based on the author's experience as coordinator of two ERASMUS+ projects, and on the analysis of data collected from teachers and students participating in the projects and carrying out mobilities. Qualitative research methodology was used, with data collection through online questionnaire surveys (closed and open) and document analysis (PASEO and ERASMUS+ program), with the sample consisting of students and teachers who participated in at least one mobility. The results demonstrated that ERASMUS+ projects contribute significantly to the development of PASEO, in particular with regard to the areas of linguistic skills in foreign language(s), both oral and written; social and interpersonal skills such as communication, teamwork, problem solving and adaptability to different cultures; civic and ethical skills, such as European citizenship, respect for diversity and social responsibility and transversal skills, such as autonomy, creativity, critical thinking and the ability to learn to learn. In conclusion, ERASMUS+ projects are valuable instruments for developing the profile of students upon leaving compulsory education, preparing them to be active, responsible and critical citizens in a globalized society. Participation in ERASMUS+ projects should be encouraged and seen as an opportunity for learning and personal development for all students.
This research explores the impact of ERASMUS+ projects on the development of what is defined in the Profile of Students Leaving Compulsory Schooling (PASEO). It arose from the search for motivational activities and strategies, where the student was the center of the teaching-learning process, which proved to be significant learning that would last for life. The study is based on the author's experience as coordinator of two ERASMUS+ projects, and on the analysis of data collected from teachers and students participating in the projects and carrying out mobilities. Qualitative research methodology was used, with data collection through online questionnaire surveys (closed and open) and document analysis (PASEO and ERASMUS+ program), with the sample consisting of students and teachers who participated in at least one mobility. The results demonstrated that ERASMUS+ projects contribute significantly to the development of PASEO, in particular with regard to the areas of linguistic skills in foreign language(s), both oral and written; social and interpersonal skills such as communication, teamwork, problem solving and adaptability to different cultures; civic and ethical skills, such as European citizenship, respect for diversity and social responsibility and transversal skills, such as autonomy, creativity, critical thinking and the ability to learn to learn. In conclusion, ERASMUS+ projects are valuable instruments for developing the profile of students upon leaving compulsory education, preparing them to be active, responsible and critical citizens in a globalized society. Participation in ERASMUS+ projects should be encouraged and seen as an opportunity for learning and personal development for all students.
Description
Keywords
Cidadania europeia Liberdade Inclusão Mobilidade Perfil do aluno Princípios Valores Competências Citizenship (European) Freedom Inclusion Mobility Student profile Principles Values Skills
Citation
Sousa, Ana Margarida Sousa Moreira de Barros Rosário e Rosário de - Projetos ERASMUS+ como instrumentos de gestão para o desenvolvimento do perfil dos alunos à saída da escolaridade obrigatória [Em linha]. [S.l.]: [s.n.], 2024. 134 p.