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Aprendizagem cooperativa no primeiro ciclo do ensino básico
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Abstract(s)
O presente relatório foi desenvolvido com o intuito de responder e aprofundar algumas questões que surgiram durante o estágio de Prática Supervisionada em Primeiro Ciclo.
A aprendizagem e o desenvolvimento da criança são vertentes indissociáveis, é da responsabilidade da escola pensar numa pedagogia diferenciada, planear momentos em que as crianças possam adquirir, cooperativamente, competências. (Lopes & Silva, 2009). É neste sentido que diversos autores defendem a ideia de uma aprendizagem cooperativa como estratégia capaz de gerar aprendizagens significativas e duradouras.
Seguindo esta linha de pensamento foi elaborado este relatório cujo tema é a Aprendizagem Cooperativa. Pretendeu-se observar como é que se pode pôr em prática, como são constituídos os grupos de aprendizagem cooperativos e quais os benefícios e riscos que podem surgir durante os vários momentos de parceria.
Numa primeira fase foi realizado um aprofundamento teórico e analisei diversos autores e suas ideologias. Uma segunda fase foi dedicada à realização de uma investigação empírica, realizada num período de estágio, para comparar os factos teóricos e o que aconteceu na prática Em concreto, centrámo-nos na observação e análise de três grupos de alunos (do terceiro e do quarto ano de escolaridade) reunidos em parceria cooperativa. Esta investigação tinha duas questões centrais: “Como funciona o trabalho em parceria?” e “Que benefício tem para a aprendizagem das crianças?”. Para as responder, adotei uma metodologia qualitativa, recorri a instrumentos de recolha de dados mediante a observação não participante e entrevistas semiestruturadas.
Os resultados obtidos, apesar do tempo restrito, não permitiram responder em plenitude às questões inicialmente colocadas. Com efeito, dos três grupos observados só um é que apresentou provas de aquisição de competências dentro desta metodologia de trabalho. E este facto é por si um convite para novas investigações futuras.
The following report was elaborated in order to answer some question that emerges during internship that took place within the course of Prática Supervisionada em Primeiro Ciclo. Learning and development are inseparable strands, it is the school´s responsibility to think about differentiated pedagogy, to plan moments when children cam acquire learning in a cooperative way. Help children develop social skills and promote times when children can learn from each other (Lopes & Silva, 2009). It is in this sense that several authors defend the idea of cooperative learning as a strategy capable of generating meaningful learning. Following this line of thought, this report was elaborated with the theme of Cooperative Learning. It was intended to observe how it can be put into practice, how cooperative learning groups are formed and what are the benefits and the risks that may arise during the various moments of partnership. The first phase, a theoretical study was made, I analyzed several authors and their ideologies. A second phase was dedicated to conducting an empirical investigation, executed during an internship period, to compare the theoretical facts and what happens in practice, we focused on the observation and analysis of three groups of students (from the third and fourth grade) gathered in cooperative partnership. This investigation had two central questions: “How does partnership work?” and “What benefit does it have for childrens learning?”. To answer them, I adopted a qualitative methodology, uses data collection instruments through non-participant observation and semi-structures interviews. The results obtained, despite the limited time, didn’t allow to fully answering the questions initially asked. In fact, of the three groups observed, only one presented evidence of skill acquisition within this work methodology. This fact in itself is an invitation for further future research.
The following report was elaborated in order to answer some question that emerges during internship that took place within the course of Prática Supervisionada em Primeiro Ciclo. Learning and development are inseparable strands, it is the school´s responsibility to think about differentiated pedagogy, to plan moments when children cam acquire learning in a cooperative way. Help children develop social skills and promote times when children can learn from each other (Lopes & Silva, 2009). It is in this sense that several authors defend the idea of cooperative learning as a strategy capable of generating meaningful learning. Following this line of thought, this report was elaborated with the theme of Cooperative Learning. It was intended to observe how it can be put into practice, how cooperative learning groups are formed and what are the benefits and the risks that may arise during the various moments of partnership. The first phase, a theoretical study was made, I analyzed several authors and their ideologies. A second phase was dedicated to conducting an empirical investigation, executed during an internship period, to compare the theoretical facts and what happens in practice, we focused on the observation and analysis of three groups of students (from the third and fourth grade) gathered in cooperative partnership. This investigation had two central questions: “How does partnership work?” and “What benefit does it have for childrens learning?”. To answer them, I adopted a qualitative methodology, uses data collection instruments through non-participant observation and semi-structures interviews. The results obtained, despite the limited time, didn’t allow to fully answering the questions initially asked. In fact, of the three groups observed, only one presented evidence of skill acquisition within this work methodology. This fact in itself is an invitation for further future research.
Description
Relatório da Prática de Ensino Supervisionada rapresentada 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
Aprendizagem cooperativa Formação de grupos Benefícios e Riscos Cooperative learning Group formation Benefits and risks