A carregar...
Publicação
Diferenciação pedagógica : do projecto curricular de turma às práticas na sala de aula : um estudo de caso
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 13.51 MB | Adobe PDF |
Orientador(es)
Resumo(s)
O presente estudo insere-se na problemática da qualidade das práticas na sala de
aula, centrando-se na diferenciação pedagógica como o meio mais adequado para
atender à diversidade dos alunos. O projecto curricular de turma é elaborado pelos
professores com o objectivo de orientar a sua acção na sala de aula, é baseado no
currículo nacional, mas é projectado de forma a ir ao encontro das características
individuais de cada um.
A metodologia utilizada incluiu a revisão da literatura sobre conceitos como
currículo, avaliação e pedagogia diferenciada e a análise da actual legislação, que
regulamenta o processo de reorganização curricular do ensino básico. Numa primeira
fase tentámos identificar as concepções dos professores sobre diferenciação
pedagógica, a forma como planificam, desenvolvem e avaliam os processos de ensino e
aprendizagem e conhecer os obstáculos que os professores encontram no
desenvolvimento da diferenciação na sala de aula. Numa segunda fase tentámos
perceber qual o grau de coerência entre o conteúdo do projecto curricular e o trabalho
que os professores desenvolvem para a sua concretização. Baseando-nos numa
metodologia de estudo de caso, recorremos à entrevista a cinco professores de uma
turma do 5° ano do 2° ciclo do ensino básico, á observação de duas aulas de cada um
destes professores, e á análise de documentos, nomeadamente do projecto curricular,
das actas das reuniões do conselho de turma e de outros documentos de apoio ao
processo de desenvolvimento curricular. Com o objectivo de melhor explicitar o
processo de elaboração e concretização do projecto curricular, foi também entrevistada
a directora de turma.
As conclusões revelam que a maioria destes professores ainda não desenvolveu
as competências necessárias para diferenciar o currículo e adequá-lo á heterogeneidade
dos alunos. O processo de ensino e aprendizagem é planificado e desenvolvido para
todos de forma igual e os professores fundamentam esta decisão com a extensão dos
programas das suas disciplinas e o número excessivo de alunos por turma. O projecto
curricular de turma assume uma importância quase nula enquanto instrumento
potencializador da diferenciação do trabalho com os alunos. Um dos professores revela,
contudo, uma concepção de ensino bastante diferente. Nas suas aulas, os alunos
desenvolvem actividades e tarefas variadas, utilizam recursos e materiais pedagógicos
diversificados e desenvolvem a sua aprendizagem individualmente e em grupo. A
avaliação constitui um dispositivo para reformular e melhorar as estratégias de
aprendizagem e os métodos de trabalho e para organizar os saberes. Neste contexto, o
trabalho cooperativo entre os professores é quase impossível de concretizar.
The study that has been undertaken is concerned with classroom process quality and is centred on pedagogical differentiation as the best and most effective way of promoting the quality of teaching processes, properly designed according to students' individual characteristics. Each class has its own project, elaborated by its teachers, based upon a national curriculum but settled (and planned) in order to fulfil students' specific needs. This project aims to guide teachers' pedagogical work in the classroom. The methodology used included the literature review involving concepts related to curriculum, evaluation and pedagogical differentiation and the analysis of the present legislation, which determine the ways the curriculum must be reorganized by teachers. Our first step was trying to identify teachers' concepts about pedagogical differentiation, and difficulties involved in this process in classroom. We also tried to identify the way teachers plan, develop and evaluate the teaching process with students. Secondly we tried to understand the relationship and the level of coherence between the project of a specific class and the teachers' performance to develop it. Based on study case methods, we interviewed five teachers of a grade class in elementary school and we observed two classes from each teacher. We also analysed the class project, the records of these teachers' meetings along the school year, and other documents which supported the curriculum plarming, development and evaluation process. In order to clarify the work performed by these teachers we also interviewed the class head teacher. We draw the conclusion that most of these teachers were unable to promote adequate pedagogical differentiation in the classroom. The curriculum is planned and developed as if all students have the same needs and difficulties and learn in the same way. According to the teachers it is difficult to differentiate the curriculum because it has too many contents to be taught, and classes are too large. The class project is not considered very useful as an instrument to differentiate and it is almost ignored. However, one of the interviewed teachers has a completely different way of organizing the students' learning process, which is planned, developed and evaluated according to students' differences. In classroom students perform different tasks and activities, work on differentiated pedagogical resources and develop the learning process individually or in groups. Evaluation is used to improve their learning and working strategies and to organize their knowledge. In this context, it is quite impossible to promote cooperative work among teachers in order to plan a coherent curriculum development in the classroom.
The study that has been undertaken is concerned with classroom process quality and is centred on pedagogical differentiation as the best and most effective way of promoting the quality of teaching processes, properly designed according to students' individual characteristics. Each class has its own project, elaborated by its teachers, based upon a national curriculum but settled (and planned) in order to fulfil students' specific needs. This project aims to guide teachers' pedagogical work in the classroom. The methodology used included the literature review involving concepts related to curriculum, evaluation and pedagogical differentiation and the analysis of the present legislation, which determine the ways the curriculum must be reorganized by teachers. Our first step was trying to identify teachers' concepts about pedagogical differentiation, and difficulties involved in this process in classroom. We also tried to identify the way teachers plan, develop and evaluate the teaching process with students. Secondly we tried to understand the relationship and the level of coherence between the project of a specific class and the teachers' performance to develop it. Based on study case methods, we interviewed five teachers of a grade class in elementary school and we observed two classes from each teacher. We also analysed the class project, the records of these teachers' meetings along the school year, and other documents which supported the curriculum plarming, development and evaluation process. In order to clarify the work performed by these teachers we also interviewed the class head teacher. We draw the conclusion that most of these teachers were unable to promote adequate pedagogical differentiation in the classroom. The curriculum is planned and developed as if all students have the same needs and difficulties and learn in the same way. According to the teachers it is difficult to differentiate the curriculum because it has too many contents to be taught, and classes are too large. The class project is not considered very useful as an instrument to differentiate and it is almost ignored. However, one of the interviewed teachers has a completely different way of organizing the students' learning process, which is planned, developed and evaluated according to students' differences. In classroom students perform different tasks and activities, work on differentiated pedagogical resources and develop the learning process individually or in groups. Evaluation is used to improve their learning and working strategies and to organize their knowledge. In this context, it is quite impossible to promote cooperative work among teachers in order to plan a coherent curriculum development in the classroom.
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, 2004
Palavras-chave
Teses de mestrado - 2004 Diferenciação Projecto curricular de turma Práticas pedagógicas Salas de aula