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Publication
A diferenciação pedagógica no contexto de sala de aula
Advisor(s)
Abstract(s)
O atual relatório foi realizado no âmbito da Prática Supervisionada em 1º Ciclo do Ensino Básico, no ano letivo 2018/2019.
A prática decorreu numa instituição privada, numa sala de 2º ano do Ensino Básico. A turma era composta por 19 alunos – 10 rapazes e 9 raparigas, todos eles de nacionalidade portuguesa.
Neste contexto, percebi que todas as crianças tinham oportunidade para aprender, independentemente das suas diferenças. Eram estas diferenças que moviam as aprendizagens da sala para apoiar um ensino de qualidade no dia a dia. Assim, fiquei motivada para compreender quais eram os elementos essências a ter em conta numa sala de aula que acolhe a diferenciação pedagógica no seu processo de ensino e aprendizagem e perceber como era o papel do professor, como promotor e regulador dessas diferenças.
A metodologia utilizada para a realização deste relatório é a investigação qualitativa. Os instrumentos utilizados foram a observação livre e sistemática, através de grelhas de observação.
Assim, a análise dos resultados, pretende dar resposta às questões colocadas, numa perspetiva de entender não só o papel do professor na resposta às necessidades de cada aluno no contexto de aprendizagem, como também as diferentes perspetivas que devem ser tidas em conta para alcançar um ensino de qualidade aceitando e respeitando as diferenças que cada criança trás para dentro da sala.
The current report was carried out under the Supervised Practice in 1st Cycle of Basic Education, in the 2018/2019 school year. The practice took place in a private institution, in a room of 2nd year of Basic Education. The class consisted of 19 students - 10 boys and 9 girls, all Portuguese. In this context, I realized that all children had the opportunity to learn, regardless of their differences. These differences are what drives the learning of the classroom to support a quality teaching in the day to day. Thus, I was motivated to understand the essential elements to be considered in a classroom that embrace the pedagogical differentiation in its teaching and learning process, and to understand the teacher´s role as promoter and regulator of those differences. To carry out this report, qualitative research was the chosen methodology. The instruments used were free and systematic observations, through observation grids. This way, the analysis of the results intends to answer the questions asked, in a perspective of not only understand the role of the teacher in the response to the needs of each student in the context of learning, but also the different perspectives that must be taken into account to achieve a teaching quality by accepting and respecting the differences that each child brings into the room.
The current report was carried out under the Supervised Practice in 1st Cycle of Basic Education, in the 2018/2019 school year. The practice took place in a private institution, in a room of 2nd year of Basic Education. The class consisted of 19 students - 10 boys and 9 girls, all Portuguese. In this context, I realized that all children had the opportunity to learn, regardless of their differences. These differences are what drives the learning of the classroom to support a quality teaching in the day to day. Thus, I was motivated to understand the essential elements to be considered in a classroom that embrace the pedagogical differentiation in its teaching and learning process, and to understand the teacher´s role as promoter and regulator of those differences. To carry out this report, qualitative research was the chosen methodology. The instruments used were free and systematic observations, through observation grids. This way, the analysis of the results intends to answer the questions asked, in a perspective of not only understand the role of the teacher in the response to the needs of each student in the context of learning, but also the different perspectives that must be taken into account to achieve a teaching quality by accepting and respecting the differences that each child brings into the room.
Description
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário/ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico
Keywords
1º ciclo Qualidade Diferenciação pedagógica Ambiente educativo 1st cycle Quality Pedagogical differentiation Educational environment