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Publication
Desenvolver o gosto pelo aprender: Uma experiência de flow
Advisor(s)
Abstract(s)
O presente estudo, inserido no âmbito da Prática de Ensino Supervisionada (PES), tem como âmbito temático o gosto pela aprendizagem e investiga as experiências educativas que mais o promovam. Emerge igualmente de um forte desejo pessoal em compreender e detetar as motivações ou experiências que levam crianças a envolver-se e desenvolver o gosto pelas aprendizagens de um modo cada vez mais autónomo e fluido.
Após revisão de literatura na perspetiva humanista, dinâmica e multivariada, Csikszentmihalyi afiança-se como investigador central na área da pedagogia motivacional. Sem desvirtuar a ambição cognitiva de toda a educação, este autor promove a estabilidade emocional na relação interativa em sala de aula como promotora da aprendizagem, inclusive a intelectual, otimizando e agilizando as competências sensoriais e intelectuais numa única vivência fluida de criatividade, a que chama precisamente Flow.
Na prática com crianças do 1º CEB procurei estratégias que provocam e conduzem à Experiência de Flow. Identifiquei-as enquanto resultado de um feedback imediato e oportuno, uma clareza de metas calmamente expostas no inicio da atividade, num equilíbrio ponderado entre desafios e competências, e ainda em aulas de estilo dinâmico e sensorial onde os alunos livremente assumiram as suas escolhas autónomas, sem receio e com responsabilidade.
O resultado objetivo, alcançado através de uma metodologia qualitativa, baseada em investigação participante e em questionários, aponta a uma aprendizagem mais personalizada, motivada e ótima (na expressão de Csikszentmihalyi: optimal experience). Apura-se a conveniência de uma aprendizagem por competências integrais e recomenda-se a sua inclusão nos projetos educativos contemporâneos mediante Experiências de Flow.
The following study, developed within the Supervised Teaching Practice, has as a thematic scope the pleasure of learning and it investigates educational experiences that highly promote it. It also emerges from a strong personal desire in comprehending and detecting the motivations or experiences that lead children to be involved and to develop the taste for learning in a more independent and flowing way. After reviewing literature in a humanistic, dynamic and multifaceted perspective, Csikszentmihalyi stands out as the main investigator in the area of motivational pedagogy. Without undermining the cognitive ambition of all education, this author promotes the emotional stability in the interactive relationship within a classroom as a learning enabler, including the intellectual learning process, optimizing the sensory and intellectual skills into a single flowing creativity experience, which is called precisely Flow. In my experience with children of primary school, I searched for strategies that induce and lead to the Flow Experience. I identified them as resulting from an immediate and opportune feedback, clearly explained goals in the beginning of the activity, in a careful balance between challenges and skills, and also in dynamic and sensory classes where students freely take on their autonomous choices, without fear and with responsibility. The objective result, achieved through a qualitative methodology, based on participating investigation and questionnaires, points out a more personalized, motivated and optimal learning experience (from the expression of Csikszentmihalyi: optimal experience). The convenience of a learning experience through skills is here appointed and is also recommended that its inclusion in contemporary educational projects is through Flow Experiences.
The following study, developed within the Supervised Teaching Practice, has as a thematic scope the pleasure of learning and it investigates educational experiences that highly promote it. It also emerges from a strong personal desire in comprehending and detecting the motivations or experiences that lead children to be involved and to develop the taste for learning in a more independent and flowing way. After reviewing literature in a humanistic, dynamic and multifaceted perspective, Csikszentmihalyi stands out as the main investigator in the area of motivational pedagogy. Without undermining the cognitive ambition of all education, this author promotes the emotional stability in the interactive relationship within a classroom as a learning enabler, including the intellectual learning process, optimizing the sensory and intellectual skills into a single flowing creativity experience, which is called precisely Flow. In my experience with children of primary school, I searched for strategies that induce and lead to the Flow Experience. I identified them as resulting from an immediate and opportune feedback, clearly explained goals in the beginning of the activity, in a careful balance between challenges and skills, and also in dynamic and sensory classes where students freely take on their autonomous choices, without fear and with responsibility. The objective result, achieved through a qualitative methodology, based on participating investigation and questionnaires, points out a more personalized, motivated and optimal learning experience (from the expression of Csikszentmihalyi: optimal experience). The convenience of a learning experience through skills is here appointed and is also recommended that its inclusion in contemporary educational projects is through Flow Experiences.
Description
Dissertação de Mestrado apresentada no ISPA - Instituto Universitários, na área de Educação pré-escolar e ensino do 1º ciclo do ensino básico
Keywords
Motivação Teoria de flow Aprendizagem Competências Autonomia Motivation Flow theory Learning Skills Autonomy