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Os espaços escolares e a experiência dos alunos : conexões entre espaço, aprendizagem e bem-estar
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A presente dissertação explora a relação entre os espaços escolares, a aprendizagem e o bem-estar dos alunos. O enquadramento teórico parte da crescente inadequação das Salas de Aula Regulares (SAR), herança do modelo fordista da Revolução Industrial, face às exigências do século XXI, que demandam indivíduos criativos, flexíveis e colaborativos. Nesse contexto, os Innovative Learning Environments (ILEs) surgem como alternativa que promove a flexibilidade espacial, a integração tecnológica e pedagogias centradas no aluno. Os objetivos específicos foram: perceber, sob a ótica dos alunos, a sua relação com o espaço escolar e contrastar a experiência de utilização destes alunos, estabelecendo uma análise entre estas vivências registadas em duas escolas participantes. É fundamental esclarecer que esta pesquisa não tem como objetivo comparar essas escolas. A metodologia adotou uma abordagem quantitativa descritiva, com design de estudo single case envolvendo a Escola 1 e Escola 2. A recolha de dados foi realizada através de um questionário online, desenvolvido pelo projeto ILESE e aplicado a 85 alunos do ensino secundário. O instrumento avaliou 11 dimensões temáticas, sendo estas: Your school, Space, Others in space, Learning preferences, Learning capacity, Working with peers, Sense of self, Self-regulation, Academic growth, Attendance e Involvement. Os resultados indicaram que os alunos de ambas as escolas avaliaram de forma maioritariamente positiva as suas experiências, com médias geralmente superiores a 3.40 (numa escala de 1 a 5). A temática com a avaliação mais alta em ambas as escolas foi "Attendance". Em contraste, a categoria "Learning preferences" registou as médias mais baixas em ambas as instituições . Não foram encontradas discrepâncias significativas entre as perceções gerais dos estudantes das duas instituições.
This dissertation explores the relationship between school spaces, learning, and student well-being. The theoretical framework stems from the growing inadequacy of Regular Classrooms (RCs)—a legacy of the Fordist model of the Industrial Revolution—when faced with the demands of the twenty-first century, which call for creative, flexible, and collaborative individuals. In this context, Innovative Learning Environments (ILEs) emerge as an alternative that fosters spatial flexibility, technological integration, and student-centered pedagogies. The specific objectives were to understand, from the students’ perspective, their relationship with the school space and to contrast their experiences of use, establishing an analysis between these experiences recorded in the two participating schools. It is important to clarify that this research does not aim to compare these schools. The methodology adopted a quantitative descriptive approach, with a single-case study design involving School 1 and School 2. Data collection was carried out through an online questionnaire developed by the ILESE Project and administered to 85 high school students. The instrument assessed eleven thematic dimensions: Your school, Space, Others in space, Learning preferences, Learning capacity, Working with peers, Sense of self, Self-regulation, Academic growth, Attendance, and Involvement. The results indicated that students from both schools evaluated their experiences predominantly positively, with average scores generally above 3.40 (on a scale from 1 to 5). The theme with the highest rating in both schools was Attendance. In contrast, the category Learning preferences registered the lowest mean scores in both institutions. No significant discrepancies were found between the overall perceptions of students from the two schools.
This dissertation explores the relationship between school spaces, learning, and student well-being. The theoretical framework stems from the growing inadequacy of Regular Classrooms (RCs)—a legacy of the Fordist model of the Industrial Revolution—when faced with the demands of the twenty-first century, which call for creative, flexible, and collaborative individuals. In this context, Innovative Learning Environments (ILEs) emerge as an alternative that fosters spatial flexibility, technological integration, and student-centered pedagogies. The specific objectives were to understand, from the students’ perspective, their relationship with the school space and to contrast their experiences of use, establishing an analysis between these experiences recorded in the two participating schools. It is important to clarify that this research does not aim to compare these schools. The methodology adopted a quantitative descriptive approach, with a single-case study design involving School 1 and School 2. Data collection was carried out through an online questionnaire developed by the ILESE Project and administered to 85 high school students. The instrument assessed eleven thematic dimensions: Your school, Space, Others in space, Learning preferences, Learning capacity, Working with peers, Sense of self, Self-regulation, Academic growth, Attendance, and Involvement. The results indicated that students from both schools evaluated their experiences predominantly positively, with average scores generally above 3.40 (on a scale from 1 to 5). The theme with the highest rating in both schools was Attendance. In contrast, the category Learning preferences registered the lowest mean scores in both institutions. No significant discrepancies were found between the overall perceptions of students from the two schools.
Descrição
Dissertação de Mestrado, Educação (Área de Especialidade em Inovação em Educação), 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Ambientes de aprendizagem Aprendizagem Bem-estar Práticas pedagógicas Espaço escolar Dissertações de mestrado - 2025