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Álcool vs recompensas naturais: Um estudo com diferentes perfis de consumo e dependência
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Resumo(s)
O presente Relatório Final da Prática de Ensino Supervisionada teve como principal objetivo perceber quais as estratégias de diferenciação pedagógica que existem para implementar numa sala de aula inclusiva, compreender qual é a perceção dos professores em
relação a essa abordagem e a sua intencionalidade, assim como as vantagens e os desafios da mesma. Deste modo, foi realizado um estágio em contexto de 1º Ciclo, numa turma de 3º ano constituída por 20 alunos, numa Instituição de cariz público, onde o modelo pedagógico implementado na sala de aula correspondia a uma apropriação do Movimento da Escola Moderna (MEM). A investigação teve um carácter qualitativo, possibilitando a triangulação das
observações feitas em sala de aula em contexto de estágio com uma entrevista semiestruturada realizada à professora cooperante, permitindo analisar como é que os objetivos do estudo se
concretizam na prática. Assim sendo, os resultados indicam que existem diversas estratégias de diferenciação pedagógica, como a adaptação de atividades, grupos flexíveis, utilização de materiais diversificados, entre outras. Estas são valorizadas pela docente de modo a promover a inclusão e a individualização da aprendizagem. Contudo, apesar de existirem muitas vantagens para esta abordagem, foram indicados desafios, nomeadamente relacionados com a
gestão do tempo e a formação dos docentes. Conclui-se que a diferenciação pedagógica constitui uma prática relevante para tornar a sala de aula mais inclusiva, evidenciando a importância do apoio institucional, dos recursos adequados e da formação contínua dos
professores para a sua implementação eficaz. A intencionalidade dos professores é um ponto de partida para tornar esta abordagem cada vez mais realista e estruturada nas escolas.
The main objective of this Final Report on Supervised Teaching Practice was to understand the pedagogical differentiation strategies that exist to be implemented in an inclusive classroom, to understand the teachers' perception of this approach and its intentionality, as well as its advantages and challenges. Thus, an internship was carried out in the context of the 1st Cycle, in a 3rd year class consisting of 20 students, in a public institution, where the pedagogical model implemented in the classroom corresponded to an appropriation of the Modern School Movement (MEM). The research was of a qualitative nature, enabling the triangulation of the observations made in the classroom in the context of an internship with a semi-structured interview conducted with the cooperating teacher, allowing us to analyse how the objectives of the study are realized in practice. Therefore, the results indicate that there are several pedagogical differentiation strategies, such as the adaptation of activities, flexible groups, use of diversified materials, among others, which are valued by the teacher in order to promote the inclusion and individualization of learning. However, although there are many advantages to this approach, challenges were indicated, namely related to time management and teacher training. It is concluded that pedagogical differentiation is a relevant practice to make the classroom more inclusive, highlighting the importance of institutional support, adequate resources and continuous training of teachers for its effective implementation. The intentionality of teachers is a starting point to make this approach increasingly realistic and structured in schools.
The main objective of this Final Report on Supervised Teaching Practice was to understand the pedagogical differentiation strategies that exist to be implemented in an inclusive classroom, to understand the teachers' perception of this approach and its intentionality, as well as its advantages and challenges. Thus, an internship was carried out in the context of the 1st Cycle, in a 3rd year class consisting of 20 students, in a public institution, where the pedagogical model implemented in the classroom corresponded to an appropriation of the Modern School Movement (MEM). The research was of a qualitative nature, enabling the triangulation of the observations made in the classroom in the context of an internship with a semi-structured interview conducted with the cooperating teacher, allowing us to analyse how the objectives of the study are realized in practice. Therefore, the results indicate that there are several pedagogical differentiation strategies, such as the adaptation of activities, flexible groups, use of diversified materials, among others, which are valued by the teacher in order to promote the inclusion and individualization of learning. However, although there are many advantages to this approach, challenges were indicated, namely related to time management and teacher training. It is concluded that pedagogical differentiation is a relevant practice to make the classroom more inclusive, highlighting the importance of institutional support, adequate resources and continuous training of teachers for its effective implementation. The intentionality of teachers is a starting point to make this approach increasingly realistic and structured in schools.
Descrição
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obrenção do Grau de Mestre em Psicologia Clínica
Palavras-chave
Consumo de álcool Recompensas naturais Reforço Dependência de álcool Motivação Pedagogical differentiation Teacher intentionality Inclusive classroom Teacher perception Differentiating strategies