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O papel dos trabalhos de casa no processo ensino-aprendizagem: Análise da motivação para a realização das tarefas extraescolares em dois contextos de ensino diferenciados
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Abstract(s)
Uma das estratégias de apoio ao ensino mais comumente utilizadas é o recurso à
realização de tarefas por parte dos alunos em horário extraescolar, ou seja, trabalhos de
casa. Sendo um tema que gera alguma controvérsia entre os estudiosos da área, o seu
papel no processo ensino-aprendizagem tem sido alvo de vários estudos, não se tendo
concluído objetivamente quanto à sua relevância para os alunos.
Um conceito que surge, necessariamente, associado aos trabalhos de casa e sua
realização é a motivação para a tarefa. De igual modo, os estudos sobre este tema têm
vindo a revelar que existe uma relação preponderante entre a perceção de utilidade das
atividades propostas e a motivação inerente à sua concretização.
Como tal, o objetivo do presente estudo foi analisar as motivações subjacentes à
realização dos trabalhos de casa e os mecanismos de regulação inerente a esse processo
em alunos provenientes de culturas pedagógicas distintas.
A amostra foi constituída por um total de 149 alunos, com idades compreendidas
entre os 8 e os 11 anos (M=8.71, DP=.76), dos quais 79 (53%) são do sexo feminino e
70 (47%) do sexo masculino. No que concerne à metodologia de ensino que usufruem,
78 (52.3%) frequentam uma escola que usa metodologias de ensino tradicionais e 71
(47.7%), uma escola que recorre a metodologias participativas.
Os resultados apontam no sentido de uma forte relação entre a motivação e a
realização dos trabalhos de casa, sendo este tipo de tarefa percecionado como
fundamental para a aprendizagem, do ponto de vista dos alunos. Em termos
comparativos, os alunos provenientes de uma cultura pedagógica participativa
demonstram maior motivação para a tarefa e perceção da sua utilidade que os alunos de
ensino tradicional.
ABSTRACT: One of the strategies most commonly used as a teaching support is the assignment of tasks meant to be carried out by the students outside of school hours; homework, in other words. Being a topic that triggers some controversy amongst scholars in the education field, homework’s role in the teaching-learning process has been the subject of several studies, but/however an objective conclusion concerning its relevance to students has not been determined as yet A concept that necessarily occurs associated to homework and its completion is motivation Similarly, studies on this topic have revealed that there is a ruling connection between the perception of usefulness of the proposed activities, and the inherent motivation to their execution. This study aims to analyze the motivations underlying the execution of tasks to be carried out home, and the regulatory mechanisms inherent to this process in students coming from diverse educational cultures. The sample was based on a total of 149 students, aged between 8 and 11 years (M=8.71, SD=7.6), of which 79 (53%) were female and 70 (47%) male. Regarding teaching methodologies 78 (52.3%) attend a school that uses traditional teaching methods and 71 (47.7%) a school that uses participatory methods. The results point towards a strong connection between motivation and the execution of homework and from the students’ point of view the latter is perceived as capital to the learning process. In comparative terms, students from a participatory educational culture show both superior motivation for the tasks and perception of its usefulness than those coming from a traditional teaching environment.
ABSTRACT: One of the strategies most commonly used as a teaching support is the assignment of tasks meant to be carried out by the students outside of school hours; homework, in other words. Being a topic that triggers some controversy amongst scholars in the education field, homework’s role in the teaching-learning process has been the subject of several studies, but/however an objective conclusion concerning its relevance to students has not been determined as yet A concept that necessarily occurs associated to homework and its completion is motivation Similarly, studies on this topic have revealed that there is a ruling connection between the perception of usefulness of the proposed activities, and the inherent motivation to their execution. This study aims to analyze the motivations underlying the execution of tasks to be carried out home, and the regulatory mechanisms inherent to this process in students coming from diverse educational cultures. The sample was based on a total of 149 students, aged between 8 and 11 years (M=8.71, SD=7.6), of which 79 (53%) were female and 70 (47%) male. Regarding teaching methodologies 78 (52.3%) attend a school that uses traditional teaching methods and 71 (47.7%) a school that uses participatory methods. The results point towards a strong connection between motivation and the execution of homework and from the students’ point of view the latter is perceived as capital to the learning process. In comparative terms, students from a participatory educational culture show both superior motivation for the tasks and perception of its usefulness than those coming from a traditional teaching environment.
Description
Dissertação de Mestrado em Psicologia Educacional, apresentada ao ISPA - Instituto Universitário
Keywords
Trabalhos de casa Motivação Autorregulação Metodologias de ensino tradicionais Metodologias de ensino participativas Homework Motivation Auto-regulation Traditional teaching methodologies Participatory teaching methodologies