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Qual o contributo de estratégias de diferenciação pedagógica para o envolvimento das crianças nas atividades proposta em sala de aula de 1º CEB
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Advisor(s)
Abstract(s)
Este relatório tem como finalidade reflectir sobre/analisar o contributo de
estratégias de diferenciação pedagógica para o envolvimento de crianças com
diferentes níveis de aprendizagem / desempenho (NEE) e em diferentes níveis de
escolaridade nas atividades propostas em sala de aula. O presente relatório foi
realizado numa turma com dois anos de escolaridade (1.º e 2.º ano) envolvendo
crianças com idades compreendidas entre os 7 e 9 anos de idade. A finalidade deste
estudo consiste em compreender como pode ser feita a diferenciação pedagógica em
1.ºCEB, a partir da análise de estratégias utilizadas em contexto para responder às
diversidades de cada aluno incluindo-os no ensino-aprendizagem, ao longo da Prática
Supervisionada em 1ºCEB.
A metodologia que me permitiu responder a esta problemática foi de caráter qualitativo
sendo o principal instrumento de recolha de dados a observação directa participante e
não participante.
Para responder à problemática em causa, analisam-se autores de referência na área,
o que permite entender melhor os conceitos chave. As estratégias de diferenciação
pedagógica implementadas na sala foram diversas, tendo utilizado fichas
diferenciadas / adaptadas quanto ao nível de aprendizagem/ desempenho e o
scaffolding, ou seja, uma tutoria dos alunos do 2.ºano de escolaridade para com os
alunos do 1.ºano. As estratégias utilizadas mostraram-se vantajosas para o
envolvimento do grupo, o que também possibilitou um ambiente de sala inclusivo.
The goal of this report is to reflect on/analyse the contribution of pedagogical differentiation strategies for the involvement of children with different levels of instruction/performance (NEE- special educational needs) at different levels of education on proposed activities in the classroom. This report was conducted in a class with two levels of schooling (1st and 2nd grades) involving children aged between 7 and 9 years old. The purpose of this study is to understand how educational differentiation can be made in elementary school, based on the analysis of strategies used in classroom context to respond to the diversity of each student by including them in the teaching-learning process, along the supervised practice in elementary school. The methodology that allowed me to respond to this problem was mainly qualitative. The main instrument to collect data was the direct and non-direct participation. As far as this problematic is concerned, the path to find the answers is to analyse authors of reference in this area, which can allow to reach the best understanding to the key concepts. Several pedagogical differentiation strategies were implemented in the classroom, having been used differentiated/adapted worksheets according to the level of instruction/performance of the students as well as scaffolding (tutorial of the second grade students to those in the first grade of schooling). The implemented strategies were advantageous both for the group involvement and for the inclusive environment verified in the classroom.
The goal of this report is to reflect on/analyse the contribution of pedagogical differentiation strategies for the involvement of children with different levels of instruction/performance (NEE- special educational needs) at different levels of education on proposed activities in the classroom. This report was conducted in a class with two levels of schooling (1st and 2nd grades) involving children aged between 7 and 9 years old. The purpose of this study is to understand how educational differentiation can be made in elementary school, based on the analysis of strategies used in classroom context to respond to the diversity of each student by including them in the teaching-learning process, along the supervised practice in elementary school. The methodology that allowed me to respond to this problem was mainly qualitative. The main instrument to collect data was the direct and non-direct participation. As far as this problematic is concerned, the path to find the answers is to analyse authors of reference in this area, which can allow to reach the best understanding to the key concepts. Several pedagogical differentiation strategies were implemented in the classroom, having been used differentiated/adapted worksheets according to the level of instruction/performance of the students as well as scaffolding (tutorial of the second grade students to those in the first grade of schooling). The implemented strategies were advantageous both for the group involvement and for the inclusive environment verified in the classroom.
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 1.ºCEB,
Keywords
Diferenciação pedagógica Adaptação curricular Inclusão Pedagogical differentiation Curricular adaptation Inclusion