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Publication
Mediação da aprendizagem no trabalho de parceria
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.46 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A mediação da aprendizagem tem sido vista como um processo de desenvolvimento e
crescimento de todos os envolvidos, tanto o mediador quanto o mediado. O conceito tem longa
história e tem sido cada vez mais reconhecido e valorizado na comunidade educativa,
especialmente numa perspetiva socio-construtivista em que a aprendizagem emerge do trabalho
cooperativo e da interação entre os indivíduos.
O presente RPES, realizado numa turma do 3.º ano do 1º CEB, tem precisamente o
objetivo de identificar e compreender a mediação da aprendizagem desenvolvida no trabalho
de parceria: quais são as características da mediação da aprendizagem observadas no trabalho
de parceria; qual a perceção dos alunos sobre as suas aprendizagens no trabalho de parceria;
qual a perceção da professora cooperante sobre a aprendizagem no trabalho de parceria.
Seguindo os critérios de uma investigação qualitativa e recorrendo à observação não
participante, inquéritos por questionários e entrevistas semiestruturadas, foi possível
compreender que não é claramente coincidente a compreensão teórica que a professora tem
sobre a função e a utilidade do trabalho em parceria, com o valor prático que ela própria parece
retirar da sua aplicação. Em relação aos alunos encontramos referências de satisfação pelo
proveito que tiram das parcerias, ainda que algumas vezes essa satisfação aparece confundida
com o agrado que encontram no trabalho com os seus pares. Olhando com uma maior atenção
para o que acontece nas parcerias, observa-se que não está garantido que os alunos as pratiquem
de modo a verdadeiramente enriquecerem os seus processos de aprendizagem.
ABSTRACT: The mediation of learning has been seen as a process of development and growth for all those involved, both the mediator and the mediated. The concept has a long history and has been increasingly recognized and valued in the educational community, especially from a socioconstructivist perspective where learning emerges from cooperative work and interaction between individuals. This Research Project on Educational Sciences (RPES), conducted in a 3rd-year class of the 1st Cycle of Basic Education (CBE), aims precisely to identify and understand the characteristics of learning mediation developed in partnership work: what are the characteristics of learning mediation observed in partnership work; what are the students' perceptions of their learning in partnership work; and what is the cooperating teacher's perception of learning in partnership work. Following the criteria of qualitative research and using non-participant observation, questionnaire surveys, and semi-structured interviews, it was possible to understand that the theoretical understanding the teacher has about the function and utility of partnership work does not clearly coincide with the practical value she herself seems to derive from its application. Regarding the students, we found references of satisfaction with the benefits they gain from partnerships, although sometimes this satisfaction is confused with the pleasure they find in working with their peers. Looking more closely at what happens in partnerships, it is observed that it is not guaranteed that students practice them in a way that truly enriches their learning processes.
ABSTRACT: The mediation of learning has been seen as a process of development and growth for all those involved, both the mediator and the mediated. The concept has a long history and has been increasingly recognized and valued in the educational community, especially from a socioconstructivist perspective where learning emerges from cooperative work and interaction between individuals. This Research Project on Educational Sciences (RPES), conducted in a 3rd-year class of the 1st Cycle of Basic Education (CBE), aims precisely to identify and understand the characteristics of learning mediation developed in partnership work: what are the characteristics of learning mediation observed in partnership work; what are the students' perceptions of their learning in partnership work; and what is the cooperating teacher's perception of learning in partnership work. Following the criteria of qualitative research and using non-participant observation, questionnaire surveys, and semi-structured interviews, it was possible to understand that the theoretical understanding the teacher has about the function and utility of partnership work does not clearly coincide with the practical value she herself seems to derive from its application. Regarding the students, we found references of satisfaction with the benefits they gain from partnerships, although sometimes this satisfaction is confused with the pleasure they find in working with their peers. Looking more closely at what happens in partnerships, it is observed that it is not guaranteed that students practice them in a way that truly enriches their learning processes.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no ISPA – Instituto Universitário para
obtenção do grau de Mestre em Educação Pré-Escolar e
Ensino do 1.º Ciclo do Ensino Básico, criado por Aviso n.º
9784/2022, publicado no Diário da República, 2.ª série, n.º
93, de 13 de maio de 2022.
Keywords
Mediação da aprendizagem Movimento da Escola Moderna Trabalho de parceria Learning mediation Modern School Movement Partnership work