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Aprendizagem e satisfação: perspectivas de alunos dos 2º e 3º ciclos do ensino básico
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Resumo(s)
A presente investigação procura apresentar e reflectir os resultados de um estudo exploratório, de carácter descritivo, baseado num questionário de perguntas abertas e num questionário em formato de escala Likert, aplicados a uma amostra de 310 alunos, repartidos pelos 5º, 7º e 9º anos de escolaridade do ensino oficial, de duas escolas do Centro da Área Educativa do Oeste. Tivemos como principais objectivos: (a) Ouvir a voz do aluno, isto é, dar cumprimento a um direito que lhe assiste como pessoa, como aluno e como cidadão; (b) Conhecer como é que os alunos interpretam as interacções na vida na aula , como percepcionam a relação didáctico-pedagógica que aí se estabelece, quais são os principais factores que, do seu ponto de vista, favorecem a sua aprendizagem e bem-estar e o modo como estes jogam com os seus comportamentos e sentimentos; (c) Analisar o impacto das percepções de justiça na legitimação das condutas dos seus professores.De um ponto de vista teórico, procurámos enquadrar esta investigação tendo em conta conceitos como os de interacção social e pedagógica, os de relação pedagógica e clima de aula, e, ainda, os conceitos de gestão pedagógica e de justiça e injustiça nas interacções.O questionário de perguntas abertas foi sujeito a uma análise de conteúdo proposicional. Para análise dos dados obtidos pela escala de Likert utilizámos o software estatístico SPSS.Os resultados das análises efectuadas apontam para uma estreita relação entre o desempenho do professor, nas vertentes didácticas e relacionais, o comportamento e os sentimentos dos alunos e a aprendizagem. Entre um vasto conjunto de factores apontados por estes alunos como promotores da sua aprendizagem e satisfação contam-se, em primeiro lugar, as competências comunicacionais do professor e, em segundo lugar, o tipo e a qualidade da relação que com eles estabelece.Quanto à percepção de justiça, verificámos que os três gru
This investigation tries to present and reflect the results of an exploratory study, of descriptive character, based in an questionnaire of open questions and in a questionnaire having has format the Likert scale, applied to a sample of 310 students distributed by the 5th , 7th and 9th academic years of the official teaching of two schools of the West Educational Centre Area.We had as main goals: (a) listen the voice of the student, this is, to give accomplishment to a right that assists him as person, as a student and as a citizen; (b) know how students interpret the interactions in life in class , how they perspective the didactic-pedagogical relation that establishes in there, what are the main factors that, in their point of view, help their learning and well being and the way these ones play with their behaviours and feelings; (c) To analyse the impact of the perceptions of justice in the legitimacy of their teachers conduct.From a theoretical point of view, we tried to frame this investigation taking into account concepts as the social and pedagogical interaction, pedagogical relation and classroom environment and also the concepts of pedagogical management and justice or injustice in the interactions.The questionnaire of open questions was exposed to an analysis of propositional content. To the analysis of the collected data by the Likert scale we used the statistic software SPSS.The results of the analysis that were executed point out to a strict relation between the teacher's performance in the relational and didactic slopes, the behaviour and feelings of students and the learning. Among a vast conjunct of factors pointed by these students as promotives of their learning and satisfaction, appear in first place the communicative competences of the teacher and in second place the type and quality of the relation that is established between them.In what concerns to the perception of justice, we verified that the three grou
This investigation tries to present and reflect the results of an exploratory study, of descriptive character, based in an questionnaire of open questions and in a questionnaire having has format the Likert scale, applied to a sample of 310 students distributed by the 5th , 7th and 9th academic years of the official teaching of two schools of the West Educational Centre Area.We had as main goals: (a) listen the voice of the student, this is, to give accomplishment to a right that assists him as person, as a student and as a citizen; (b) know how students interpret the interactions in life in class , how they perspective the didactic-pedagogical relation that establishes in there, what are the main factors that, in their point of view, help their learning and well being and the way these ones play with their behaviours and feelings; (c) To analyse the impact of the perceptions of justice in the legitimacy of their teachers conduct.From a theoretical point of view, we tried to frame this investigation taking into account concepts as the social and pedagogical interaction, pedagogical relation and classroom environment and also the concepts of pedagogical management and justice or injustice in the interactions.The questionnaire of open questions was exposed to an analysis of propositional content. To the analysis of the collected data by the Likert scale we used the statistic software SPSS.The results of the analysis that were executed point out to a strict relation between the teacher's performance in the relational and didactic slopes, the behaviour and feelings of students and the learning. Among a vast conjunct of factors pointed by these students as promotives of their learning and satisfaction, appear in first place the communicative competences of the teacher and in second place the type and quality of the relation that is established between them.In what concerns to the perception of justice, we verified that the three grou
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Teoria e Desenvolvimento Curricular), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Ensino básico Teoria e desenvolvimento curricular Relação pedagógica Aprendizagem Satisfação Sala de aula Teses de mestrado