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O desenvolvimento de competĂȘncias sociais nos trabalhos de grupo
Advisor(s)
Abstract(s)
O presente relatĂłrio foi realizado no Ăąmbito da Unidade Curricular de PrĂĄtica Supervisionada em 1.Âș Ciclo do Ensino BĂĄsico, no ano letivo de 2021/2022. Esta decorreu numa instituição pĂșblica de ensino, numa sala do 3.Âș ano do Ensino BĂĄsico, composta por 25 alunos, com idades compreendidas entre os 8 e os 9 anos.
O tema do presente relatĂłrio surge da observação que fiz na turma onde efetuei o meu estĂĄgio, em que os alunos pareciam mostrar dificuldades no desenvolvimento dos trabalhos de grupo, provavelmente como resultado de relaçÔes deficitĂĄrias entre pares. Neste contexto, interessou-me compreender, atravĂ©s de uma observação sistemĂĄtica, de que forma a implementação de tarefas de realização em grupo cooperativo poderia desenvolver as competĂȘncias sociais dos alunos.
Toda a metodologia utilizada para a elaboração deste relatório foi qualitativa. Os instrumentos utilizados foram a observação direta, recolhida num diårio de bordo, entrevistas tanto à professora cooperante como aos alunos e grelhas de observação.
A realização deste estudo permitiu-me compreender, em primeiro lugar, quais as competĂȘncias sociais que os alunos devem adquirir e pĂŽr em prĂĄtica em situação de trabalho de grupo por forma a que a tarefa a realizar seja concluĂda com sucesso: desde logo, o saber comunicar (nas vertentes de emissor e recetor, ou seja, saber escutar o outro e saber transmitir as suas ideias), saber cooperar e saber resolver problemas, onde a criatividade e a assertividade sĂŁo fundamentais. Ao mesmo tempo, pude, com este estudo, perceber qual o meu papel, enquanto futura profissional da ĂĄrea da educação, no desenvolvimento dessas competĂȘncias dos alunos: caber-me-ĂĄ, nomeadamente, criar situaçÔes de aprendizagem atravĂ©s das quais os alunos possam interagir e orientar cada aluno na sua função dentro do grupo de trabalho.
This report has been carried out within the scope of the Curricular Unit of Supervised Practice in primary school during the school year of 2021/2022. The practice took place at a public institution of education, in a year 4 class of Key Stage 2, consisting of 25 students, with ages ranging 8 to 9 years. The theme of this report arises from the observation I made in the class where my internship took place, where the students seemed to demonstrate difficulties in the development of group work, probably as a result of deficient relationships between pairs. Given this context, I was interested in understanding, through systematic observation, in what way the implementation of cooperative group tasks could develop the social skills of students. The entire methodology used for the preparation of this report was qualitative. The instruments used were the direct observations recorded in my log diary, interviews with both the cooperating teacher and the students and also observation spreadsheets. The realisation of this study allowed me to understand, firstly, which social skills the students must acquire and put into practice in a group work project in order to complete their target task successfully: skills of which, knowing how to communicate (in terms of input and reception thus knowing how to listen each other and understanding how to transmit their ideas), knowing how to cooperate and manage problems, in which creativity and the assertiveness are fundamental. At the same time, due to this study, I was able to understand my role, as a future professional in the field of education, in the development of these skills in students: It is my responsibility to, namely, create learning situations through which the students can interact and guide each student in their role within the task group.
This report has been carried out within the scope of the Curricular Unit of Supervised Practice in primary school during the school year of 2021/2022. The practice took place at a public institution of education, in a year 4 class of Key Stage 2, consisting of 25 students, with ages ranging 8 to 9 years. The theme of this report arises from the observation I made in the class where my internship took place, where the students seemed to demonstrate difficulties in the development of group work, probably as a result of deficient relationships between pairs. Given this context, I was interested in understanding, through systematic observation, in what way the implementation of cooperative group tasks could develop the social skills of students. The entire methodology used for the preparation of this report was qualitative. The instruments used were the direct observations recorded in my log diary, interviews with both the cooperating teacher and the students and also observation spreadsheets. The realisation of this study allowed me to understand, firstly, which social skills the students must acquire and put into practice in a group work project in order to complete their target task successfully: skills of which, knowing how to communicate (in terms of input and reception thus knowing how to listen each other and understanding how to transmit their ideas), knowing how to cooperate and manage problems, in which creativity and the assertiveness are fundamental. At the same time, due to this study, I was able to understand my role, as a future professional in the field of education, in the development of these skills in students: It is my responsibility to, namely, create learning situations through which the students can interact and guide each student in their role within the task group.
Description
RelatĂłrio da PrĂĄtica de Ensino Supervisionada apresentado no ISPA â Instituto UniversitĂĄrio para obtenção de grau de Mestre em Educação PrĂ©-Escolar e Ensino do 1.Âș Ciclo do Ensino BĂĄsico, criado por Aviso n.Âș 11548/2020, publicado no DiĂĄrio da RepĂșblica , 2.ÂȘ sĂ©rie, n.Âș 153, de 7 de agosto.
Keywords
competĂȘncias sociais 1ÂȘ Ciclo do Ensino BĂĄsico trabalho de grupo social skills Key Stage 2 in Primary Education group work/tasks.