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Estratégias de aprendizagem ativa num contexto de ensino transmissivo
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Abstract(s)
No âmbito do Curso de Mestrado do 1º Ciclo do Ensino Básico, elaborou-se o presente relatório a partir da PS realizada com uma turma do 1.º CEB, inserida num contexto educativo, marcado ainda pela presença do ensino tradicional.
Pretende-se, com este estudo, provar a possibilidade de melhorar as competências/capacidades dos alunos e interiorização de conhecimentos pelos mesmos, através da implementação de uma metodologia de aprendizagem ativa. Nesta, o aluno assume um papel ativo na construção das suas aprendizagens, descobrindo e explorando autonomamente situações criadas, quer na sala de aula, quer no meio envolvente, sempre em interação com o grupo turma. Por sua vez, o professor assume um papel orientador, auxiliando o aluno sempre que necessário na sua caminhada.
O projeto “Da Semente à Planta…” foi planificado de acordo com a metodologia acima referida, havendo a preocupação de diversificar as estratégias e suscitar nos alunos aprendizagens interdisciplinares e que contribuíssem também para a sua formação integral.
Na avaliação do projeto, optei por uma metodologia qualitativa, tendo recolhido dados nas diferentes intervenções pedagógicas, através de registos de observação, notas de campo e até de um teste de autoavaliação.
Neste relatório, é apresentado o que se revelou mais significativo durante a PS, principalmente no que respeita às aprendizagens realizadas e aos conhecimentos adquiridos pelos alunos, resultantes de estratégias baseadas na metodologia de aprendizagem ativa, privilegiando-se o contacto direto com o meio envolvente.
Por fim, será apresentada uma reflexão sobre a minha prática e a forma como a minha intervenção contribuiu para a formação dos alunos, bem como os reflexos que teve na construção da minha identidade profissional.
ABSTRACT: The following report was the result of the PS done with a class from primary school, as part of an educational context still marked by the traditional learning method within the scope of the Master’s Course in Primary Education. The main purpose of this study is to prove the possibility of improving the students’ skills and their interiorization of knowledge, through the implementation of an active learning methodology, in which the students take on an active role building their knowledge, by autonomously finding and exploring created situations, both in the classroom and in the environment, always interacting with the class. As far as the teachers are concerned, guiding them and helping the students define their own way whenever necessary. The project “From the seed to the plant…” was planned according to the methodology referred to above, there having been concern with diversifying strategies and raising interdisciplinary learning skills in the students that would also contribute to their integral formation. In what comes to the project’s assessment, I chose a qualitative methodology, having collected data in several pedagogical interventions, through observation, registration, field notes and even a self-assessment test. This report presents what became more significant during the PS, especially as far as learning goals and the knowledge attained by the students were concerned, as a result of strategies based on the methodology of active learning, giving special importance to the direct contact with the environment. Finally, I will present a reflection on my experience and the way my intervention contributed to the students’ formation, as well as the consequences it had in the development of my professional identity.
ABSTRACT: The following report was the result of the PS done with a class from primary school, as part of an educational context still marked by the traditional learning method within the scope of the Master’s Course in Primary Education. The main purpose of this study is to prove the possibility of improving the students’ skills and their interiorization of knowledge, through the implementation of an active learning methodology, in which the students take on an active role building their knowledge, by autonomously finding and exploring created situations, both in the classroom and in the environment, always interacting with the class. As far as the teachers are concerned, guiding them and helping the students define their own way whenever necessary. The project “From the seed to the plant…” was planned according to the methodology referred to above, there having been concern with diversifying strategies and raising interdisciplinary learning skills in the students that would also contribute to their integral formation. In what comes to the project’s assessment, I chose a qualitative methodology, having collected data in several pedagogical interventions, through observation, registration, field notes and even a self-assessment test. This report presents what became more significant during the PS, especially as far as learning goals and the knowledge attained by the students were concerned, as a result of strategies based on the methodology of active learning, giving special importance to the direct contact with the environment. Finally, I will present a reflection on my experience and the way my intervention contributed to the students’ formation, as well as the consequences it had in the development of my professional identity.
Description
Dissertação de Mestrado apresentada no ISPA - Instituto Universitários, na área de Educação pré-escolar e ensino do 1º ciclo do ensino básico
Keywords
1º CEB Ensino tradicional Construção de aprendizagens Descoberta e exploração de conhecimentos Primary school Active learning Traditional teaching Learning building Finding and exploring knowledge aprendizagem ativa