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Trabalho de projeto como promotor da aprendizagem do aluno na área do estudo do meio
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Abstract(s)
O presente relatório final resulta da conclusão do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico na Escola Superior de Educadores de Infância Maria Ulrich e do Instituto Superior de Psicologia Aplicada, em Lisboa, realizado no ano letivo de 2016/2017. Este surge a partir do trabalho desenvolvido ao longo da Prática de Ensino Supervisionada em 1.º Ciclo do Ensino Básico com uma turma do 3.º ano de escolaridade, com idades compreendidas entre os oito e os nove anos de idade.
Este relatório é intitulado por Trabalho de Projeto como promotor da aprendizagem do aluno na área de Estudo do Meio, visa compreender como o Trabalho de Projeto é uma metodologia eficaz que promove a aprendizagem significativa dos alunos, compreender como se pode abordar conteúdos presentes no programa de forma mais dinâmica envolvendo os alunos ativamente no processo de Ensino-aprendizagem e qual deve ser o papel do professor durante o desenvolvimento do projeto.
Na intervenção desenvolvida no decorrer da Prática de Ensino Supervisionada, proporcionei ao grupo um conjunto de atividades intencionais com base na Metodologia de Trabalho de Projeto levando-o à construção de aprendizagens motivadoras e significativas através de um momento prazeroso.
Assim sendo, a metodologia utilizada neste relatório insere-se numa abordagem qualitativa, pela natureza deste estudo, tendo recorrido à técnica da pesquisa e análise documental, da observação direta e participante e da conversa informal, e aos instrumentos de recolha de informação o diário de bordo e o questionário.
De forma a dar resposta à questão “Como a Metodologia de Trabalho de Projeto, em sala de aula, promove a aprendizagem do Estudo do Meio com alunos do 3.º ano de escolaridade?” através da problemática, Trabalho de Projeto como promotor da aprendizagem do aluno na área do Estudo do Meio, foi imprescindível realizar uma revisão de literatura para sustentar a problemática em Estudo. Ainda foi necessário analisar, de forma crítica e reflexiva, as atividades desenvolvidas com os alunos.
Com este estudo concluiu-se que a Metodologia de Trabalho de Projeto é uma estratégia enriquecedora e facilitadora tanto para o professor como para o aluno pois permite que o professor partilhe e transmita novos saberes, estimule a criatividade do grupo, envolva todos os
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alunos, proporcione momentos de interações, entre os alunos e estes com o professor, onde haja troca de ideias, de opiniões e de conhecimentos. Para o aluno, esta metodologia permite que aprendam uns com os outros através das partilhas de conhecimento e das aprendizagens em conjunto, que se sintam ouvidos, envolvidos e úteis, que haja uma facilidade na aquisição dos conteúdos, que consigam dar significado às aprendizagens e que confrontam os seus conhecimentos com os novos saberes.
ABSTRACT: The actual final report results of the conclusion of the Early Childhood Education and Teaching of the 1st Cycle of Basic Education at the School of Early Childhood Educators Maria Ulrich and from Higher Institute of Applied Psychology, made in Lisbon, held in the 2016/2017 school year. This arises from the work developed throughout the Supervised Teaching Practice in 1st Cycle of Basic Education, with a 3 year scholarship class, ages understood between eight and nine years. This report its entitled by Project Work as a promoter of student learning in the area of Environmental Studies and aims for the understanding how’s the Project Work it’s an effective methodology which promotes the significant learning from the students and about understanding how can we tackle the program’s present contents in a more dynamic way and actively involving the students during the Teaching-learning and what’s the teachers role during the projects development. In the develop intervention throughout the Supervised Teaching Practice I provided a set of intentional activities to the group based on the Project Work Methodology, leading it to the construction of motivational and significant learnings through a pleasurable moment. Therefore the methodology used in this report inserts in a qualitative approach, for this study’s nature taking into account to the research and documentary analysis, the direct observation and participant techniques and to the informal conversation techniques, for the information collection instruments and for the logbook and the questionnaire. This is a way to give an answer to the question "how the Project Work Methodology, in the classroom, promotes learning the study of the Environment with students of the 3rd year of schooling?" through the identified problematic Project Work as a promoter of student learning in the area of the Environment was necessary to accomplish a literature’s review to sustain the problematic in the Study. Was also necessary analyze, in a critic and reflective way, the developed activities made with the students. With this study it was concluded that the Project Work Methodology is an enriching and facilitating strategy both for the teacher and for the student, since it allows the teacher to share and transmit new knowledge, stimulate the group's creativity, involve all the students, provide moments of interaction, between the students and these with the teacher, where there is an exchange of ideas, opinions and knowledge. For the student, this methodology allows them to learn from each other through sharing of knowledge and learning together, that they feel heard, involved and useful, that there is a facility in acquiring content that can give meaning to learning and that confront their knowledge with new knowledge.
ABSTRACT: The actual final report results of the conclusion of the Early Childhood Education and Teaching of the 1st Cycle of Basic Education at the School of Early Childhood Educators Maria Ulrich and from Higher Institute of Applied Psychology, made in Lisbon, held in the 2016/2017 school year. This arises from the work developed throughout the Supervised Teaching Practice in 1st Cycle of Basic Education, with a 3 year scholarship class, ages understood between eight and nine years. This report its entitled by Project Work as a promoter of student learning in the area of Environmental Studies and aims for the understanding how’s the Project Work it’s an effective methodology which promotes the significant learning from the students and about understanding how can we tackle the program’s present contents in a more dynamic way and actively involving the students during the Teaching-learning and what’s the teachers role during the projects development. In the develop intervention throughout the Supervised Teaching Practice I provided a set of intentional activities to the group based on the Project Work Methodology, leading it to the construction of motivational and significant learnings through a pleasurable moment. Therefore the methodology used in this report inserts in a qualitative approach, for this study’s nature taking into account to the research and documentary analysis, the direct observation and participant techniques and to the informal conversation techniques, for the information collection instruments and for the logbook and the questionnaire. This is a way to give an answer to the question "how the Project Work Methodology, in the classroom, promotes learning the study of the Environment with students of the 3rd year of schooling?" through the identified problematic Project Work as a promoter of student learning in the area of the Environment was necessary to accomplish a literature’s review to sustain the problematic in the Study. Was also necessary analyze, in a critic and reflective way, the developed activities made with the students. With this study it was concluded that the Project Work Methodology is an enriching and facilitating strategy both for the teacher and for the student, since it allows the teacher to share and transmit new knowledge, stimulate the group's creativity, involve all the students, provide moments of interaction, between the students and these with the teacher, where there is an exchange of ideas, opinions and knowledge. For the student, this methodology allows them to learn from each other through sharing of knowledge and learning together, that they feel heard, involved and useful, that there is a facility in acquiring content that can give meaning to learning and that confront their knowledge with new knowledge.
Description
Relatório da Prática de Ensino Supervisionada apresentad no ISPA - Instituto Universitário para obtenção do grau de Mestre em Educação Pré-escolar e 1.º Ciclo do Ensino Básico
Keywords
1º ciclo do ensino básico Projecto Papel do professor Metodologia de trabalho de projeto 1st cycle of basic education Project Teacher’s role Work project methodology