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Highscope no 1º Ciclo : A aprendizagem ativa e organização das aprendizagens dos alunos em contexto de sala de aula
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Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular de Prática Supervisionada em 1.º Ciclo do Ensino Básico no ano letivo 2020/2021. A prática decorreu numa instituição de natureza jurídica privada numa sala do 4º ano do Ensino Básico. A turma era composta por 18 alunos, com idades compreendidas entre os 9 e os 10 anos. O ambiente de aprendizagem onde decorreu a prática supervisionada era semelhante a uma sala de pré-escolar, uma vez que a sala se encontrava organizada por áreas compostas por diferentes materiais. Para além desta questão, o trabalho por projetos e em pequenos grupos eram métodos de trabalho muito presentes e, desta forma, as crianças estavam constantemente ativas e geriam os seus próprios processos de aprendizagem resultando em momentos de aprendizagem ativa.
Estas estratégias iam ao encontro de alguns dos princípios orientadores da instituição e do modelo seguido, tais como: a aprendizagem ativa e o ensino diferenciado. Posto isto, procurei compreender a forma como o modelo era implementado focando-me, essencialmente, na questão referida anteriormente, a aprendizagem ativa.
A metodologia utilizada para a execução deste relatório foi a metodologia qualitativa. Os instrumentos utilizados foram a observação direta participante através de registos do diário de bordo e entrevistas aos diretores, professora cooperante e alunos da turma onde estava inserida.
Desta forma, a análise dos resultados, tem como objetivo dar respostas às questões colocadas a fim de compreender as estratégias adotadas pelo modelo Highscope bem como perceber a importância da aprendizagem ativa nos contextos de ensino do 1º ciclo de ensino básico.
A realização deste estudo permitiu-me compreender, de forma mais sólida, o ambiente de aprendizagem vivido em 1º ciclo com base no Highscope. Apesar das diferentes estratégias e metodologias escolhidas pelos profissionais de educação, o trabalho pedagógico com as crianças de 1º CEB, deve ser sempre contínuo e fundamentado. Para que isso aconteça, é fundamental que os professores procurem constantemente novas abordagens teóricas e modelos pedagógicos que se adequem às crianças com que se está a trabalhar.
The current work was undertaken under the framework of the Supervised Practice Course in the Primary School, academic year 2020-21. The practical work was done in a private academic institution, in a school facility of the 4th year of the Basic Learning. There were 18 students, ages between nine and 10 years old. The learning environment where the work was performed was like that of a pre-school facility, organized into areas with different materials. The project was divided into small groups allowing the children to be constantly active, thus enabling them to manage their own learning process, which resulted into lively learning moments. The strategies above met with some of the guiding principles of the institution and with the model applied, namely regarding active and differentiated learning processes. My intention was to identify the application of the model by focusing on the topic of active learning. To accomplish this project, I have used a qualitative methodology. The tools used were direct observation based on “onboard diaries”, interviews with school directors, the assistant professor, and students of the class I have been assigned to. The analysis of my findings aims at responding to the questions raised whilst trying to understand the strategies of the Highscope model, as well as the role played by the active learning process within the scope of the 1st cycle of the basic learning. Accomplishing this project has allowed me to firmly grasp the learning environment of the 1st cycle of the Basic Learning, grounded on the Highscope model. Notwithstanding the different strategies and methodologies adopted by school educators, the pedagogic work involving children enrolled in the 1st cycle of the Basic Learning should be constant and sustained. To that end, educators should constantly seek new theoretical approaches and educational models to the benefit of the children they are working with.
The current work was undertaken under the framework of the Supervised Practice Course in the Primary School, academic year 2020-21. The practical work was done in a private academic institution, in a school facility of the 4th year of the Basic Learning. There were 18 students, ages between nine and 10 years old. The learning environment where the work was performed was like that of a pre-school facility, organized into areas with different materials. The project was divided into small groups allowing the children to be constantly active, thus enabling them to manage their own learning process, which resulted into lively learning moments. The strategies above met with some of the guiding principles of the institution and with the model applied, namely regarding active and differentiated learning processes. My intention was to identify the application of the model by focusing on the topic of active learning. To accomplish this project, I have used a qualitative methodology. The tools used were direct observation based on “onboard diaries”, interviews with school directors, the assistant professor, and students of the class I have been assigned to. The analysis of my findings aims at responding to the questions raised whilst trying to understand the strategies of the Highscope model, as well as the role played by the active learning process within the scope of the 1st cycle of the basic learning. Accomplishing this project has allowed me to firmly grasp the learning environment of the 1st cycle of the Basic Learning, grounded on the Highscope model. Notwithstanding the different strategies and methodologies adopted by school educators, the pedagogic work involving children enrolled in the 1st cycle of the Basic Learning should be constant and sustained. To that end, educators should constantly seek new theoretical approaches and educational models to the benefit of the children they are working with.
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 Ensino do 1º Ciclo do Ensino Básico
Keywords
1º Ciclo do Ensino Básico Highscope Aprendizagem ativa Trabalho por projeto Pequenos grupos 1st cycle of the Basic Learning Active learning Work project, Small groups