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O trabalho de projecto como forma de desenvolver o currículo em sala de aula : um estudo de caso
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A presente investigação enquadra-se no Mestrado de Ciências da Educação, na área da
Teoria e Desenvolvimento Curricular, focando, especialmente, o nível micro de decisão e
desenvolvimento curricular.
Com este estudo empírico pretendemos compreender, com profundidade e
abrangência, o modo como um professor de Francês, e uma das suas turmas de 8º ano,
desenvolvem o currículo desta disciplina através do trabalho de projecto. O estudo segue uma
abordagem qualitativa e utiliza, como estratégia de investigação, o estudo de caso. O objecto
de estudo corresponde ao processo de desenvolvimento do currículo através do Trabalho de
Projecto, e o contexto do estudo é o grupo-turma.
Como técnicas de recolha de dados, utilizámos a observação directa (não consecutiva)
de uma sequência de quinze aulas; duas entrevistas, uma ao professor, e outra, a três alunos
que seguimos mais de perto ao longo do processo de observação; e a recolha de documentos
produzidos pelos alunos e pelo professor. Seguidamente, fizemos a análise das observações e
das entrevistas realizadas. Efectuado o tratamento dos dados, fizemos o seu cruzamento e
respondemos às questões de investigação, articulando-os com o quadro teórico que sustenta
este estudo.
Em traços gerais, concluímos que o trabalho de projecto, no âmbito do
desenvolvimento curricular desta disciplina, é uma das principais modalidades de trabalho
desenvolvidas. Os resultados da investigação também sugerem que muitas das características
apontadas aos autênticos trabalhos de projecto (Project-Based Learning), pelos vários autores
que compõem o quadro teórico que sustenta o nosso estudo, (embora não exista uma teoria
universalmente aceite), foram encontradas neste caso, nomeadamente, sob a forma da
participação activa dos alunos na construção e desenvolvimento dos seus projectos, a
participação, também activa, do professor, como orientador e animador através de um
conjunto muito variado de tarefas; a natureza das tarefas que os alunos desenvolveram, que
apontam nomeadamente para o desenvolvimento de competências transversais (a autonomia,
a responsabilidade, a cooperação, a metacognição) e de competências específicas como (a
construção de diferentes tipologias textuais).
Relativamente aos intervenientes neste estudo, por um lado, o professor, revela-se como um
prático reflexivo, com uma formação didáctica e pedagógica sólidas, que aposta em processos
de auto-formação contínua, de cooperação e partilha de experiências, estando ligado ao
Movimento da Escola Moderna portuguesa. Este professor considera o trabalho de projecto
uma mais-valia didáctico-pedagógica para os alunos, com consequências sobre a sua satisfação
profissional.
Por outro lado, os alunos que acompanhámos mais de perto, e que entrevistámos, apesar de
revelarem que gostam dos projectos que desenvolvem na disciplina de Francês, e de
considerarem que aprendem muito com eles, revelam que a sua modalidade de trabalho
preferida, nesta disciplina, é o estudo autónomo, apontando-Ihe características únicas e muito
positivas.
A nossa investigação mostrou também que a disciplina de Francês constitui uma diferença
positiva em relação à grande maioria das disciplinas que fazem parte do currículo destes
alunos.
This is a research in the Theory and Development of the Curriculum field, focusing on the curricular decision and development micro level, i. e., the teaching-learning process. With this study, we would like to understand deeply and in all-inclusive way, how a French teacher and his eighth grade students develop the teaching-learning process by using the project-work method; witch are the benefits and the constraints of project-wok; and what type of reactions have the pupils towards this particular method. This study follows a qualitative approach and it uses the case study, as strategy of investigation. The object of the study is the development of the teaching-learning process using the project-work method and the context of the investigation is the classroom. We have made direct observations of a sequence of classes, we have interviewed the teacher and the group of students on witch we have focused more specifically our attention throughout the observational sequence; and we have also collected some documents produced by the teacher and by the students. After doing data analysis, we have crossed all information and we have answered to the enquiry questions according to the defined objectives. We can conclude that project-method is a main learning strategy in the curricular development of this subject matter. It is integrated in a framework of other pedagogical and didactical elements, which, by the outcomes that we have come to, provide a good context to successful project-based learning. The teacher of this case reveals himself as a reflective practioner, with a solid pedagogical and didactical knowledge, concerned about his self-instruction, about sharing experiences and cooperation processes, related to his experience as teacher in the Teachers Initial Instruction and his participation in a pedagogical movement (Escola Moderna Portuguesa). The outcomes of this investigation, also suggests that many features pointed out by project theorists to the authentic project-method (Project Based Learning), in spite of the lack of an universal accepted theory, are found in this case, for instance: the active participation of the students in the building and development of their own projects, the also active participation of the teacher as coach and as guide, by means of a significant variety of tasks; the type of the tasks students develops that point out to competences development like autonomy, cooperation, metacognition processes, different kinds of communicational knowledge. The students on witch we have focused more specifically our attention, revealed that, in spite of the fact that they like doing projects, and the fact that they learn with it, the work modality they prefer is the "estudo autónomo" ("autonomous study"). They describe it with unique features that no other subject matter have. Our study also reveals that French subject matter really makes a positive difference within the other subject matter that constitutes the curriculum of these students.
This is a research in the Theory and Development of the Curriculum field, focusing on the curricular decision and development micro level, i. e., the teaching-learning process. With this study, we would like to understand deeply and in all-inclusive way, how a French teacher and his eighth grade students develop the teaching-learning process by using the project-work method; witch are the benefits and the constraints of project-wok; and what type of reactions have the pupils towards this particular method. This study follows a qualitative approach and it uses the case study, as strategy of investigation. The object of the study is the development of the teaching-learning process using the project-work method and the context of the investigation is the classroom. We have made direct observations of a sequence of classes, we have interviewed the teacher and the group of students on witch we have focused more specifically our attention throughout the observational sequence; and we have also collected some documents produced by the teacher and by the students. After doing data analysis, we have crossed all information and we have answered to the enquiry questions according to the defined objectives. We can conclude that project-method is a main learning strategy in the curricular development of this subject matter. It is integrated in a framework of other pedagogical and didactical elements, which, by the outcomes that we have come to, provide a good context to successful project-based learning. The teacher of this case reveals himself as a reflective practioner, with a solid pedagogical and didactical knowledge, concerned about his self-instruction, about sharing experiences and cooperation processes, related to his experience as teacher in the Teachers Initial Instruction and his participation in a pedagogical movement (Escola Moderna Portuguesa). The outcomes of this investigation, also suggests that many features pointed out by project theorists to the authentic project-method (Project Based Learning), in spite of the lack of an universal accepted theory, are found in this case, for instance: the active participation of the students in the building and development of their own projects, the also active participation of the teacher as coach and as guide, by means of a significant variety of tasks; the type of the tasks students develops that point out to competences development like autonomy, cooperation, metacognition processes, different kinds of communicational knowledge. The students on witch we have focused more specifically our attention, revealed that, in spite of the fact that they like doing projects, and the fact that they learn with it, the work modality they prefer is the "estudo autónomo" ("autonomous study"). They describe it with unique features that no other subject matter have. Our study also reveals that French subject matter really makes a positive difference within the other subject matter that constitutes the curriculum of these students.
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
Teses de mestrado - 2007 Teoria e desenvolvimento curricular Trabalho de projecto Salas de aula