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Publication
Do ensino presencial para o ensino não presencial no 1.º CEB : transformações e possibilidades
Advisor(s)
Abstract(s)
O presente Relatório Final da Prática Supervisionada (PS) foi realizado no âmbito do
Mestrado de Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e apresenta uma
investigação decorrente da experiência e atividades desenvolvidas durante a PS. Assim, esta
investigação é o culminar de uma formação consciente e reflexiva com vista à obtenção do
grau de Mestre pela Escola Superior de Educadores de Infância Maria Ulrich em parceria com
o ISPA.
A problemática deste relatório, surgiu da suspensão das atividades letivas presenciais no
seguimento da situação epidemiológica mundial que vivemos atualmente causada pela doença
do novo coronavírus – Covid-19 – e, da consequente necessidade e interesse em compreender
o seu impacto no ensino com crianças do 1.º Ciclo do Ensino Básico (CEB).
No sentido de ir ao encontro da problemática, o objetivo desta investigação prendeu-se com a
compreensão das maiores transformações e possibilidades da transição do ensino presencial
para o ensino não presencial, nomeadamente, algumas das suas vantagens, desvantagens e
características.
Foi desenvolvida uma investigação de caráter qualitativo numa instituição privada em Lisboa,
com uma turma de 1.º e 2.º anos com 18 crianças: 12 do sexo feminino e 6 do sexo masculino,
as respetivas famílias e a professora cooperante.
Esta investigação de caráter qualitativo serviu-se dos seguintes instrumentos de recolha de
dados: questionários, entrevista, observação naturalista e sistemática, registos do diário de
bordo, registos fotográficos e portefólio da PS.
Apesar da breve e da limitada amostra, foi possível chegar a algumas conclusões. Os
resultados obtidos revelam que a transição do regime de ensino presencial para o regime de
ensino não presencial provocou severas transformações na educação, mas também
proporcionou uma abertura dos horizontes dos docentes a novas e inovadoras estratégias
pedagógicas.
As a requirement to conclude the Master’s in Pre-School and Primary Education at Escola Superior de Educadores de Infância Maria Ulrich in partnership with ISPA, I have conducted a study on the impact of home learning due to the recent pandemic. The research results hereby presented are the outcome of a conscious and reflective exercise based on an academic internship at a Primary School throughout the last 3 months. The current pandemic has brought numerous challenges to our society, with schooling being one of the most affected areas. With both teachers and students being required to quickly adapt to home learning. The purpose of this paper is to reflect on the main changes occurred, by doing a deep dive on its main drawbacks, advantages and potentialities in the future. The final aim of the study is to examine how this phase may impact the future of education, namely becoming less on-site and increasingly remote. The data used is based on a 3 month-internship at a Primary school in Lisbon where I was an assisting teacher to a class composed of both 1st and 2nd grade students, with 18 children – 12 girls and 6 boys. Additionally, I also collected feedback from the families; held several discussions with the class’s teacher about this topic, observation detailed in my project’s diary, pictures and the internship portfolio. Although the short period of time and the limited size of the sample, this study allows one to draw some insights. The results obtained show that the transition from face-to-face education to home learning has led to several changes in education but has also opened teachers' minds to new and innovative pedagogical strategies.
As a requirement to conclude the Master’s in Pre-School and Primary Education at Escola Superior de Educadores de Infância Maria Ulrich in partnership with ISPA, I have conducted a study on the impact of home learning due to the recent pandemic. The research results hereby presented are the outcome of a conscious and reflective exercise based on an academic internship at a Primary School throughout the last 3 months. The current pandemic has brought numerous challenges to our society, with schooling being one of the most affected areas. With both teachers and students being required to quickly adapt to home learning. The purpose of this paper is to reflect on the main changes occurred, by doing a deep dive on its main drawbacks, advantages and potentialities in the future. The final aim of the study is to examine how this phase may impact the future of education, namely becoming less on-site and increasingly remote. The data used is based on a 3 month-internship at a Primary school in Lisbon where I was an assisting teacher to a class composed of both 1st and 2nd grade students, with 18 children – 12 girls and 6 boys. Additionally, I also collected feedback from the families; held several discussions with the class’s teacher about this topic, observation detailed in my project’s diary, pictures and the internship portfolio. Although the short period of time and the limited size of the sample, this study allows one to draw some insights. The results obtained show that the transition from face-to-face education to home learning has led to several changes in education but has also opened teachers' minds to new and innovative pedagogical strategies.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no ISPA – Instituto
Universitário/ESEI Maria Ulrich para obtenção de
grau de Mestre em Educação Pré-Escolar e 1º Ciclo
do Ensino Básico
Keywords
1 Ciclo do Ensino Básico Transição Ensino não presencial de emergência Possibilidades Transformações Primary School Transition Emergency remote teaching Opportunities Changes