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Tempo de estudo autónomo e conselho de cooperação educativa como impulsionadores da autonomia das crianças
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Abstract(s)
O presente Relatório Final da Prática de Ensino Supervisionada teve como objetivo compreender o papel que o tempo de estudo autónomo e o conselho de cooperação educativa desempenham no desenvolvimento da autonomia de um grupo de 17 crianças que frequentavam o 2º ano de escolaridade. A escola em que esta turma se
insere segue o modelo pedagógico do Movimento da Escola Moderna. Trata-se de um estudo qualitativo em que foram realizadas observações de diversos momentos de tempo de estudo autónomo, com a ajuda de uma grelha construída para o efeito, efetuadas
gravações de Conselhos de Cooperação Educativa e realizadas entrevistas individuais às
crianças. Foi possível verificar discrepâncias nos níveis de autonomia das crianças durante o tempo de estudo autónomo assim como diferenças na sua perceção sobre os objetivos deste tempo. Enquanto algumas crianças demonstraram autonomia na escolha e na realização das tarefas e mostraram percecionar este momento como importante para
a sua aprendizagem, outras solicitaram frequentemente o adulto para as orientar na seleção e realização das atividades a desenvolver e não mostraram compreender a função deste tempo da agenda semanal. Foi igualmente possível perceber a importância do trabalho a pares para o envolvimento das crianças menos autónomas nas tarefas propostas.
Estas diferenças na autonomia das crianças revelaram-se igualmente nos conselhos de cooperação educativa e na perceção sobre a sua relevância. Diremos em conclusão, que o tempo de estudo autónomo e o conselho de cooperação educativa são importantes na promoção da autonomia, desde que exista um acompanhamento pedagógico intencional e contínuo.
The aim of this Final Report on Supervised Teaching Practice was to understand the role that independent study time and educational cooperation councils play in developing the autonomy of a group of 17 children attending the second year of school. The school where this class is based follows the pedagogical model of the Modern School Movement. This is a qualitative study in which observations were made of various moments of independent study time, with the help of a grid constructed for this purpose, recordings were made of Educational Cooperation Councils, and individual interviews were conducted with the children. It was possible to verify discrepancies in the children's levels of autonomy during independent study time, as well as differences in their perception of the objectives of this time. While some children demonstrated autonomy in choosing and carrying out tasks and showed that they perceived this time as important for their learning, others frequently asked adults to guide them in selecting and carrying out the activities to be developed and did not show that they understood the function of this time in the weekly schedule. It was also possible to see the importance of pair work for the involvement of less autonomous children in the proposed tasks. These differences in children's autonomy were also evident in the educational cooperation councils and in their perception of their relevance. In conclusion, independent study time and the educational cooperation council are important in promoting autonomy, if there is intentional and continuous pedagogical monitoring.
The aim of this Final Report on Supervised Teaching Practice was to understand the role that independent study time and educational cooperation councils play in developing the autonomy of a group of 17 children attending the second year of school. The school where this class is based follows the pedagogical model of the Modern School Movement. This is a qualitative study in which observations were made of various moments of independent study time, with the help of a grid constructed for this purpose, recordings were made of Educational Cooperation Councils, and individual interviews were conducted with the children. It was possible to verify discrepancies in the children's levels of autonomy during independent study time, as well as differences in their perception of the objectives of this time. While some children demonstrated autonomy in choosing and carrying out tasks and showed that they perceived this time as important for their learning, others frequently asked adults to guide them in selecting and carrying out the activities to be developed and did not show that they understood the function of this time in the weekly schedule. It was also possible to see the importance of pair work for the involvement of less autonomous children in the proposed tasks. These differences in children's autonomy were also evident in the educational cooperation councils and in their perception of their relevance. In conclusion, independent study time and the educational cooperation council are important in promoting autonomy, if there is intentional and continuous pedagogical monitoring.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1.ºCiclo do Ensino Básico
Keywords
Movimento da Escola Moderna Autonomia Tempo de estudo autónomo Conselho de cooperação educativa Modern School Movement Autonomy Independent study time Educational cooperation council.