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A diferenciação pedagógica como estratégia promotora para uma prática inclusiva
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Abstract(s)
A Diferenciação Pedagógica trata-se de uma abordagem pedagógica cujo
objetivo é atender à diversidade existente nas salas de aula. Ao invés de aplicar um
método igual para todos, esta abordagem reconhece e valoriza a individualidade dos
alunos, através da adaptação dos métodos, promovendo assim uma aprendizagem
significativa.
Desta forma, este Relatório da Prática de Ensino Supervisionada (RPES), tem
como objetivo aprofundar as práticas de Diferenciação Pedagógica implementadas em
contexto de sala de aula. Atendendo ao objetivo principal, o estudo tem como base os
seguintes objetivos específicos: caracterizar as práticas pedagógicas utilizadas pela
professora cooperante; identificar as principais vantagens na utilização dessas práticas;
identificar os principais desafios enfrentados pela professora cooperante; e planear e
experienciar a implementação de práticas de Diferenciação Pedagógica.
O presente estudo trata-se de uma investigação qualitativa, realizada num
Colégio Privado, numa turma de 2º ano, composta por 25 alunos. Para recolher os devidos
dados utilizaram-se como instrumentos grelhas de observação às práticas implementadas
pela professora cooperante e uma entrevista semiestruturada.
Tendo em conta a análise dos dados recolhidos e atendendo às diferentes
perceções existentes relativamente ao conceito de Diferenciação Pedagógica, observouse que embora as práticas de Diferenciação Pedagógica implementadas pela professora
cooperante não tenham sido sempre feitas para todos os alunos, havia lugar para
adaptações quando sentia ser necessário. Esta adaptação surgia para atender às
necessidades e características dos alunos. Ainda assim, o maior desafio ligava-se à falta
de tempo para preparar os materiais e respetivas tarefas diferenciadas.
De forma a complementar as práticas desenvolvidas pela professora cooperante
foram implementadas duas estratégias de Diferenciação Pedagógica – trabalho em
pequenos grupos e tutoria entre os alunos.
ABSTRACT: Differentiated Instruction refers to an educational approach aimed at addressing the diversity present in classrooms. Instead of applying a uniform method for every student, this approach recognizes and values each students' individuality by adapting methods to promote meaningful learning experiences for them. Therefore, this Supervised Teaching Practice Report (RPES) aims to delve into the Differentiated Instruction practices implemented in classroom settings. Considering its main objective, this study is based on the following specific objectives: to characterize the pedagogical practices used by the cooperating teacher; to identify the main advantages of using these practices; to identify the primary challenges faced by the cooperating teacher; and to plan and experience the implementation of Differentiated Instruction practices. This study is a qualitative investigation conducted in a Private School, in a 2ndgrade class comprising 25 students. Data collection instruments included observation grids of the practices implemented by the cooperating teacher and an interview. Considering the analysis of the collected data and the different perceptions regarding the concept of Differentiated Instruction, it was observed that although the practices implemented by the cooperating teacher were not always applied to all students, there was room for adaptations when she felt it necessary. These adaptations were made to meet the needs and characteristics of the students. Nevertheless, the greatest challenge was the lack of time to prepare the differentiated materials and tasks. To complement the practices developed by the cooperating teacher, two Differentiated Instruction strategies were implemented: working in small groups and peer tutoring.
ABSTRACT: Differentiated Instruction refers to an educational approach aimed at addressing the diversity present in classrooms. Instead of applying a uniform method for every student, this approach recognizes and values each students' individuality by adapting methods to promote meaningful learning experiences for them. Therefore, this Supervised Teaching Practice Report (RPES) aims to delve into the Differentiated Instruction practices implemented in classroom settings. Considering its main objective, this study is based on the following specific objectives: to characterize the pedagogical practices used by the cooperating teacher; to identify the main advantages of using these practices; to identify the primary challenges faced by the cooperating teacher; and to plan and experience the implementation of Differentiated Instruction practices. This study is a qualitative investigation conducted in a Private School, in a 2ndgrade class comprising 25 students. Data collection instruments included observation grids of the practices implemented by the cooperating teacher and an interview. Considering the analysis of the collected data and the different perceptions regarding the concept of Differentiated Instruction, it was observed that although the practices implemented by the cooperating teacher were not always applied to all students, there was room for adaptations when she felt it necessary. These adaptations were made to meet the needs and characteristics of the students. Nevertheless, the greatest challenge was the lack of time to prepare the differentiated materials and tasks. To complement the practices developed by the cooperating teacher, two Differentiated Instruction strategies were implemented: working in small groups and peer tutoring.
Description
Relatório da Prática de Ensino
apresentada no ISPA – Instituto
Universitário para obtenção de grau de
Mestre em Educação Pré-Escolar e
1ºCiclo do Ensino Básico
Keywords
Diferenciação pedagógica Inclusão 1º CEB Diversidade Trabalho colaborativo Differentiated instruction Inclusion 1st Cycle of Basic Education (Primary Education) Diversity Collaborative work