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A Diferenciação Pedagógica - Implementação de Estratégias para a superação de Barreiras
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Abstract(s)
O presente relatório surge no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º
Ciclo do Ensino Básico, articulado com a Unidade Curricular de Prática de Ensino
Supervisionada em 1.º Ciclo do Ensino Básico.
O estágio foi desenvolvido numa Instituição Privada e Internacional, mais especificamente
numa turma do 3.º ano de escolaridade, com dezasseis alunos, sendo sete do sexo masculino e
nove do sexo feminino.
A turma conta com duas professoras titulares, sendo que ambas se regem pelo Modelo do
Movimento Escola Moderna, Montessori e Pedagogia Positiva, cada uma leciona uma área
curricular distinta. Conheceu-se que estratégias de diferenciação pedagógica foram aplicadas,
tendo-se verificado que em Tempo de Estudo Autónomo os alunos mostraram uma grande
capacidade de autonomia nas suas aprendizagens, enquanto nas restantes unidades curriculares
Português e Matemática, as professoras mostraram ter certas dificuldades na implementação
de estratégias. Desta forma, surgiu o interesse de perceber que dificuldades sentiram, o porquê
e que estratégias podiam ser implementadas para responder a essas mesmas dificuldades.
A metodologia utilizada foi de natureza qualitativa, recorrendo a instrumentos de investigação
desenvolvidos ao longo deste relatório que se centraram numa observação naturalista e
realização de duas entrevistas.
A informação recolhida, bem como a sua análise permitiram conhecer melhor as estratégias
que as professoras implementaram bem como as suas intencionalidades e as barreiras sentidas,
podendo assim desenvolver outras estratégias que ajudem na superação dessas barreiras.
ABSTRACT: This report is part of the Master's programme in Pre-School Education and Teaching of the 1st Cycle of Basic Education, linked to the Curricular Unit of Supervised Teaching Practice in the 1st Cycle of Basic Education. The internship took place in a private, international institution, more specifically in a 3rd year class with sixteen students, seven of whom were male and nine female. The class has two head teachers, both of whom are governed by the Modern School Movement Model, Montessori and Positive Pedagogy, each teaching a different curricular area. It was known which pedagogical differentiation strategies were applied, and it was found that in Self Study Time the students showed a great capacity for autonomy in their learning, while in the remaining curricular units Portuguese and Maths, the teachers showed certain difficulties in implementing strategies. This gave rise to an interest in understanding what difficulties they experienced, why, and what strategies could be implemented to respond to these difficulties. The methodology used was qualitative in nature, using research tools developed throughout this report that centred on naturalistic observation and two interviews. The information gathered and analysed has allowed us to better understand the strategies the teachers implemented and their intentions.
ABSTRACT: This report is part of the Master's programme in Pre-School Education and Teaching of the 1st Cycle of Basic Education, linked to the Curricular Unit of Supervised Teaching Practice in the 1st Cycle of Basic Education. The internship took place in a private, international institution, more specifically in a 3rd year class with sixteen students, seven of whom were male and nine female. The class has two head teachers, both of whom are governed by the Modern School Movement Model, Montessori and Positive Pedagogy, each teaching a different curricular area. It was known which pedagogical differentiation strategies were applied, and it was found that in Self Study Time the students showed a great capacity for autonomy in their learning, while in the remaining curricular units Portuguese and Maths, the teachers showed certain difficulties in implementing strategies. This gave rise to an interest in understanding what difficulties they experienced, why, and what strategies could be implemented to respond to these difficulties. The methodology used was qualitative in nature, using research tools developed throughout this report that centred on naturalistic observation and two interviews. The information gathered and analysed has allowed us to better understand the strategies the teachers implemented and their intentions.
Description
Relatório da Prática de Ensino Supervisionada realizado
sob a orientação do Professor Doutor Sérgio Gaitas, apresentada
no Ispa – Instituto Universitário para obtenção de grau
de Mestre em Educação Pré-escolar e Ensino do 1.º Ciclo
do Ensino Básico.
Keywords
1.º Ciclo do Ensino Básico Diferenciação Pedagógica Estratégias de Diferenciação Barreiras na Implementação de Estratégias 1st Cycle of Basic Education Pedagogical Differentiation Differentiation Strategies Barriers to Implementing Strategies