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Diferenciação pedagógica no 1º ciclo do ensino básico com recurso à aprendizagem cooperativa
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Abstract(s)
O presente Relatório foi elaborado no âmbito da Prática de Ensino Supervisionada do Mestrado
de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico. A temática deste relatório,
“Diferenciação Pedagógica no 1.º Ciclo do Ensino Básico como Recurso à Aprendizagem
Cooperativa”, surgiu a partir da observação não participante, constatando que era necessário
responder às diferenças de cada aulo, quer fosse em trabalho cooperativo, quer fosse
individualmente.
Esta investigação foi realizada numa turma de 2.º ano de escolaridade, envolvendo crianças
entre os 7 e os 8 anos de idade. O objetivo deste estudo consistiu em abordar a importância da
diferenciação pedagógica enquanto intencionalidade educativa e aprendizagem cooperativa
como estratégia a utilizar nos processos educativos, de forma a tornar a aprendizagem dos
alunos mais significativa. Para além de compreender como a diferenciação pedagógica era
entendida e realizada em contexto de sala de aula, outro aspeto que foi alvo de investigação, foi
as estratégias utilizadas para superar as distintas dificuldades que vão ocorrendo na sua
implementação. No sentido de responder de um modo mais adequado à problemática em estudo,
procedeu-se à fundamentação teórica como sustentação da prática de ensino supervisionada,
seguida de uma análise e articulação com as referências teóricas existentes.
A metodologia que me permitiu elaborar esta investigação foi de caráter qualitativo sendo os
métodos de recolha de dados a observação participante com recurso às notas de campo, bem
como uma entrevista do tipo semiestruturada à professora cooperante. Seguidamente, procedeuse
à análise dos dados recolhidos, verificando que esta diferenciação teve de passar pela
articulação de conteúdos, mas também pela gestão de processos educativos, ou seja, é fulcral
num processo de ensino e aprendizagem os processos que os alunos têm para chegar a uma
determinada resposta, e estes são muito mais importantes do que os resultados finais. As
estratégias de Diferenciação Pedagógica implementadas na sala de aula foram muitas, tendo
sido aplicadas a todos os alunos e não exclusivamente aos alunos com dificuldades de
aprendizagem. Assim sendo, os resultados mostram que o recurso a práticas de diferenciação
pedagógica enriquece o desenvolvimento das aprendizagens.
This report was prepared without studies of the Supervised Teaching Practice of the Master of Pre-School Education and 1st Cycle of Basic Education. The theme of this report, "Pedagogical Differentiation in the 1st Cycle of Basic Education as a Resource for Cooperative Learning", based on non-participant observation, finding that it was necessary to respond to the different ones of each lecture, whether in cooperative work or individually . This research was carried out in the 2nd year of schooling, involving children between 7 and 8 years of age. The purpose of this study is a solution for learning, a solution for the most meaningful student learning. Apart from a point of view as a difference, it was achieved in a classroom context, in addition to a research goal, it was as a strategy to overcome it as different difficulties to the fact of its implementation. There is no support to answer the problematic in study, it was based on the theoretical foundation as support of the practice of supervised teaching, of an analysis and articulation as existing theoretical references. A methodology that allows me to elaborate the research for the qualitative presentation of data collection methods, as well as a semi-structured interview with the cooperating teacher. Afterwards, the collected data were analyzed, verifying the difference of documents, besides a management of educational processes, to be successful in the process of teaching and learning. The one answer, and these are much more important than the final results. The strategies of pedagogic diffusion were applied in the classroom and were included, having been applied to all students and not exclusively students in learning difficulties. Thus, the results show that the use of practices of pedagogical differentiation enrich the development of learning.
This report was prepared without studies of the Supervised Teaching Practice of the Master of Pre-School Education and 1st Cycle of Basic Education. The theme of this report, "Pedagogical Differentiation in the 1st Cycle of Basic Education as a Resource for Cooperative Learning", based on non-participant observation, finding that it was necessary to respond to the different ones of each lecture, whether in cooperative work or individually . This research was carried out in the 2nd year of schooling, involving children between 7 and 8 years of age. The purpose of this study is a solution for learning, a solution for the most meaningful student learning. Apart from a point of view as a difference, it was achieved in a classroom context, in addition to a research goal, it was as a strategy to overcome it as different difficulties to the fact of its implementation. There is no support to answer the problematic in study, it was based on the theoretical foundation as support of the practice of supervised teaching, of an analysis and articulation as existing theoretical references. A methodology that allows me to elaborate the research for the qualitative presentation of data collection methods, as well as a semi-structured interview with the cooperating teacher. Afterwards, the collected data were analyzed, verifying the difference of documents, besides a management of educational processes, to be successful in the process of teaching and learning. The one answer, and these are much more important than the final results. The strategies of pedagogic diffusion were applied in the classroom and were included, having been applied to all students and not exclusively students in learning difficulties. Thus, the results show that the use of practices of pedagogical differentiation enrich the development of learning.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário/ ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar.
Keywords
1º ciclo do ensino básico Relação pedagógica Diferenciação pedagógica Aprendizagem cooperativa 1st cycle of basic education Pedagogical relationship Pedagogical differentiation Cooperative learning