Loading...
Publication
Metodologia de trabalho de projeto no 1.º ciclo do ensino básico
Authors
Advisor(s)
Abstract(s)
Atualmente o 1.º ciclo corresponde ao ensino primário tradicional, estabelecido desde o século XIX, com influência de modelos tayloristas de produção em série, que marcaram a educação, ensinando a muitos como se fossem um, repetindo e controlando os resultados, segmentando os conteúdos e as aprendizagens, uniformizando as crianças, entre outros. Por isso, o ensino tradicional corresponde a uma matriz transmissiva na tradução do currículo. Felizmente surgiram modelos pedagógicos ativos, opondo-se ao modelo pedagógico tradicional, marcados pelo papel ativo da criança perante a aprendizagem e pelo papel do professor como aquele que faz aprender.
O atual Relatório da Prática de Ensino Supervisionada (RPES), apresenta uma análise à utilização de uma metodologia de trabalho ativa (Metodologia de Trabalho de Projeto), realizada a partir de uma investigação qualitativa no âmbito do 1º Ciclo do Ensino Básico. O estudo foi realizado numa escola privada, em Lisboa, com um grupo de crianças que se encontrava no 1.º ano de escolaridade e atualmente encontra-se no 2.º ano de escolaridade do 1.º ciclo do Ensino Básico.
A questão a partir da qual orientei o meu trabalho é: “Como poderá ser concretizado o currículo através da Metodologia Trabalho de Projeto?”. De forma a dar resposta à questão colocada defini os seguintes objetivos de investigação: compreender o que é a Metodologia de Trabalho de Projeto; compreender como se concretiza a Metodologia de Trabalho de Projeto (i.e. fases integradoras deste modelo); compreender quais as características da Metodologia de Trabalho de Projeto; compreender que competências são estimuladas, de acordo com o currículo, através da Metodologia de Trabalho de Projeto; compreender qual o papel do professor no desenvolvimento do Trabalho de Projeto; aprofundar a compreensão sobre o currículo e a gestão currícular do 1.º CEB.
Após realizar o estudo cheguei à conclusão que, a partir da Metodologia de Trabalho de Projeto, é possível o professor trabalhar qualquer área do currículo, existindo uma grande relação entre as diversas áreas de desenvolvimento.
The current 1st cycle corresponds to traditional primary education, established since the 19th century, with the influence of Taylor production models in series, which marked the education, teaching many as one, repeating, controlling results, segmenting content and learning, unifying children, among as others. For this reason, traditional education corresponds to a transmissive matrix in the translation of the curriculum. Fortunately, active pedagogical models have emerged, opposing the traditional pedagogical model, marked both by the teacher as the one who makes learning, and by the child's active role in learning. The current Supervised Teaching Practice Report (RPES), presents an analysis of an active work methodology (Project Work Methodology), carried out based on a qualitative investigation within the first Cycle of Basic Education. The study was carried out in a private school in Lisbon, with a group of children that were in the 1st year of schooling and are currently in the 2nd year of schooling, in 1st cycle of basic education. The question that guides my work is: "How can the curriculum be implemented through the Project Work Methodology?". In order to answer the question, I defined the following research objectives: to understand what the Project Work Methodology is; understand how the Project Work Methodology materializes (integrating phases of this model); understand what are the characteristics of the Project Work Methodology; understand what skills are stimulated, according to the curriculum, through the Project Work Methodology; understand the role of the teacher in the development of Project Work; deepen the understanding of the curriculum and curriculum management of the 1st CEB. After conducting the study, I came to the conclusion that, based on the Project Work Methodology, it is possible for the teacher to work on several areas of the curriculum, with a great relationship between the areas of development.
The current 1st cycle corresponds to traditional primary education, established since the 19th century, with the influence of Taylor production models in series, which marked the education, teaching many as one, repeating, controlling results, segmenting content and learning, unifying children, among as others. For this reason, traditional education corresponds to a transmissive matrix in the translation of the curriculum. Fortunately, active pedagogical models have emerged, opposing the traditional pedagogical model, marked both by the teacher as the one who makes learning, and by the child's active role in learning. The current Supervised Teaching Practice Report (RPES), presents an analysis of an active work methodology (Project Work Methodology), carried out based on a qualitative investigation within the first Cycle of Basic Education. The study was carried out in a private school in Lisbon, with a group of children that were in the 1st year of schooling and are currently in the 2nd year of schooling, in 1st cycle of basic education. The question that guides my work is: "How can the curriculum be implemented through the Project Work Methodology?". In order to answer the question, I defined the following research objectives: to understand what the Project Work Methodology is; understand how the Project Work Methodology materializes (integrating phases of this model); understand what are the characteristics of the Project Work Methodology; understand what skills are stimulated, according to the curriculum, through the Project Work Methodology; understand the role of the teacher in the development of Project Work; deepen the understanding of the curriculum and curriculum management of the 1st CEB. After conducting the study, I came to the conclusion that, based on the Project Work Methodology, it is possible for the teacher to work on several areas of the curriculum, with a great relationship between the areas of development.
Description
Relatório da Prática de Ensino Supervisionada apresentada 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
Metodologia de trabalho de projeto Papel do professor Aprendizagem cooperada Currículo Gestão curricular Project work methodology Teacher role Cooperative learning Curriculum Curriculum management