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Publication
A diferenciação pedagógica no contexto de sala de aula
| Name: | Description: | Size: | Format: | |
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| 1.17 MB | Adobe PDF | |||
| 8.17 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Na escola atual, há cada vez mais existência de salas heterogéneas com diversos
parâmetros, transportando grandes desafios para os professores.
Estudos aprofundados, principalmente nas áreas da Educação e da Psicologia,
demostram que as aprendizagens são feitas de uma forma subjectiva. Pois estão
intimamente ligadas às características individuais de aprendizagem. Por isso, é
importante adequar o ensino, para que cada aluno aprenda consoante as suas
características específicas (Tomlinson, 2008).
Assim, o presente relatório aborda o tema «A diferenciação pedagógica em contexto de
sala de aula», apontando para a utilização das diferentes estratégias, métodos e
processos dentro da sala de aula, com o intuito de responder às necessidades de cada um
dos alunos no processo de aprendizagem, contribuindo para o desenvolvimento de uma
educação de qualidade, onde o aluno desempenha um papel ativo e o professor o
mediador, decisor e possibilitador de oportunidades neste processo.
A metodologia utilizada para realização deste relatório é a investigação qualitativa,
tendo como o instrumento de recolha de informação, a observação participante.
Portanto, este tema aparece no âmbito deste relatório como forma de responder mais
adequadamente às necessidades de cada aluno no contexto de aprendizagem, como
também pôr em prática uma outra forma de ensinar e de estar dentro de uma sala de
aula. Assim, o objetivo que defini assenta-se, fundamentalmente, em tentar pôr em
prática o ensino diferenciado e perceber e refletir sobre os benefícios que este traz para
cada um dos alunos.
ABSTRACT: In today's school there's more and more heterogeneous rooms with distinctive parameters that reflects massive challenges for teachers. In-depth researches, mainly in the areas of Education and Psychology, they show that learning is done in a subjective way because it is closely linked to previous learning, to individual predisposition to learn and also to the specific interests and characteristics of each individual / student (Tomlinson, 2008). Therefore, this report addresses the theme "Pedagogical differentiation in a classroom context", pointing the importance of using different strategies, methods and tactics inside the classroom in order to respond to the needs of each student in the classroom, contributing to the development of quality education, where the student plays an active role and the teacher is the mediator, he’s a decision maker and a creator of opportunities in this process. Taking into account pedagogical differentiation and aiming a quality education, the first step for a teacher is to create an educative relationship, leading to the knowledge of each of his students so that everyone can have the same learning opportunity. The study of this topic appears as a way to respond more adequately to the needs of each student in the context of learning, as well as to put into practice another form of teaching and being in a classroom. The goal of this report is based essentially on trying to put into practice the differentiated teaching and to recognize and reflect on the benefits that this brings to each student.
ABSTRACT: In today's school there's more and more heterogeneous rooms with distinctive parameters that reflects massive challenges for teachers. In-depth researches, mainly in the areas of Education and Psychology, they show that learning is done in a subjective way because it is closely linked to previous learning, to individual predisposition to learn and also to the specific interests and characteristics of each individual / student (Tomlinson, 2008). Therefore, this report addresses the theme "Pedagogical differentiation in a classroom context", pointing the importance of using different strategies, methods and tactics inside the classroom in order to respond to the needs of each student in the classroom, contributing to the development of quality education, where the student plays an active role and the teacher is the mediator, he’s a decision maker and a creator of opportunities in this process. Taking into account pedagogical differentiation and aiming a quality education, the first step for a teacher is to create an educative relationship, leading to the knowledge of each of his students so that everyone can have the same learning opportunity. The study of this topic appears as a way to respond more adequately to the needs of each student in the context of learning, as well as to put into practice another form of teaching and being in a classroom. The goal of this report is based essentially on trying to put into practice the differentiated teaching and to recognize and reflect on the benefits that this brings to each student.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade em Educação Pré-Escolar
Keywords
Diferenciação pedagógica Diversidade Estratégias Processos Pedagogical differentiation Diversity Strategies Processes