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Inovação e desenvolvimento de competências para o século XXI com a implementação das ações educativas de sucesso do projeto INCLUD-ED
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A presente investigação pretende analisar de que forma a inovação, a tecnologia e a implementação de um conjunto de “Ações Educativas de Sucesso” (AES), do projeto “Comunidades de Aprendizagem – INCLUD-ED”, influenciam a aquisição de competências dos alunos da educação pré-escolar, 1º, 2º e 3º ciclos do Ensino Básico. O projeto chega a Portugal em 2017 através da Direção Geral de Educação (DGE) e é implementado por um grupo-piloto, constituído por 11 Agrupamento Escolares, de norte a sul do país.
A investigação decorre entre 2018 e 2023, tendo como objeto de estudo a análise das perceções dos alunos e professores integrados no projeto. A clara definição dos conceitos de aprendizagem para o século XXI, competências dos alunos, aprendizagem ativa e dialógica na sociedade da informação e Comunidades de Aprendizagem -INCLUD-ED, em estreita articulação com os referenciais recentemente publicados (Perfil do Aluno à Saída da Escolaridade Obrigatória e Aprendizagens Essenciais), sustentam teoricamente a investigação.
A investigação inscreve-se num paradigma pragmático de cariz descritivo e exploratório, com recurso a técnicas quantitativas de recolha de dados. Os resultados obtidos nesta pesquisa, em comparação com os constructos da investigação feita em países da América Latina e da Europa, poderão dar pistas muito importantes para professores, diretores e stakeholders.
A implementação das ações educativas de sucesso (AES) do projeto INCLUD-ED influencia o desenvolvimento das competências dos alunos, mediante uma abordagem inclusiva e individualizada, garantindo igualdade de oportunidades e de acesso ao conhecimento.
Conclui-se, portanto, que os alunos aprendem melhor através de processos ativos, dialógicos e colaborativos, que permitem a partilha de ideias, ajuda mútua e acesso igualitário ao conhecimento. As AES Grupo Interativo e Tertúlia Dialógica são muito importantes para o desenvolvimento de todas as áreas de competências do PASEO e as restantes AES são igualmente relevantes neste processo de aquisição de conhecimento e construção da aprendizagem.
This research aims to analyze how innovation, technology, and the implementation of a set of “Successful Educational Actions” (SEA), from the “Learning Communities – INCLUD-ED” project, influence the skills of pre-school students, 1st, 2nd, and 3rd series of Basic Education. The project arrives in Portugal in 2017 through the General Directorate of Education (DGE) and is implemented by a pilot group, made up of 11 School Groups, from the north to the south of the country. The research took place between 2018 and 2023, and the object of study is the analysis of the perceptions of students and teachers integrated in the project. The clear definition of learning concepts for the 21st century, student skills, active and dialogical learning in the information society and Learning Communities -INCLUD-ED, in close articulation with recently published references (21st century student profile), theoretically support the investigation. The research is part of a pragmatic paradigm of a descriptive and exploratory nature, using quantitative data collection techniques. The results obtained in this research, in comparison with the research constructs done in Latin American and European countries, may give very important clues to teachers, principals and stakeholders. The implementation of the successful educational actions (SEA) of the INCLUD-ED project influence the development of students' competencies, through an inclusive and individualized approach, ensuring equal opportunities for access to knowledge. It is concluded, therefore, that students learn best through active, dialogical, and collaborative processes, which allow the sharing of ideas, mutual help, and equal access to knowledge. The SEA Interactive Group and Dialogical Gathering are very important for the development of all the areas of competence of PASEO and the remaining SEA are equally relevant in this process of knowledge acquisition and learning construction.
This research aims to analyze how innovation, technology, and the implementation of a set of “Successful Educational Actions” (SEA), from the “Learning Communities – INCLUD-ED” project, influence the skills of pre-school students, 1st, 2nd, and 3rd series of Basic Education. The project arrives in Portugal in 2017 through the General Directorate of Education (DGE) and is implemented by a pilot group, made up of 11 School Groups, from the north to the south of the country. The research took place between 2018 and 2023, and the object of study is the analysis of the perceptions of students and teachers integrated in the project. The clear definition of learning concepts for the 21st century, student skills, active and dialogical learning in the information society and Learning Communities -INCLUD-ED, in close articulation with recently published references (21st century student profile), theoretically support the investigation. The research is part of a pragmatic paradigm of a descriptive and exploratory nature, using quantitative data collection techniques. The results obtained in this research, in comparison with the research constructs done in Latin American and European countries, may give very important clues to teachers, principals and stakeholders. The implementation of the successful educational actions (SEA) of the INCLUD-ED project influence the development of students' competencies, through an inclusive and individualized approach, ensuring equal opportunities for access to knowledge. It is concluded, therefore, that students learn best through active, dialogical, and collaborative processes, which allow the sharing of ideas, mutual help, and equal access to knowledge. The SEA Interactive Group and Dialogical Gathering are very important for the development of all the areas of competence of PASEO and the remaining SEA are equally relevant in this process of knowledge acquisition and learning construction.
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competências do aluno do século XXI perfil do aluno do século XXI Ações Educativas de Sucesso aprendizagem ativa aprendizagem dialógica comunidades de aprendizagem-INCLUD-ED 21st century student skills 21st century student profile Successful Educational Actions active learning dialogical learning learning communities-INCLUDED