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As tecnologias da informação e comunicação no complemento curricular : realidades e virtualidades de um clube
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Orientador(es)
Resumo(s)
As TIC, quando usadas como ferramentas cognitivas, como o são no
contexto do Complemento Curricular, nomeadamente no Clube de Informática,
objecto deste estudo, levam à aquisição e ao desenvolvimento de
competências. O acesso livre aos recursos, a gestão do próprio percurso, a
vivência em comunidade de aprendizagem e a relação pedagógica inovadora
permitem a construção de conhecimento e uma aprendizagem inclusiva e
significativa. Mas um currículo para a vida activa, escolhido pelo aluno, muitas
vezes não converge com o currículo formal. Assim, neste contexto, emerge o
problema central desta investigação: Que aprendizagens e que competências
adquirem e desenvolvem os alunos, com as TIC, no Complemento Curricular e
de que modo estas contribuem para o seu currículo?
No sentido de encontrar resposta para esta questão optou-se por
realizar uma investigação de abordagem qualitativa de carácter exploratório,
descritivo e interpretativo, sob a forma de estudo de caso. Os instrumentos de
recolha de dados foram a entrevista semi-estruturada, entrevistas de grupo,
observação participante, com registo de casos e incidentes, além da recolha de
artefactos; ainda um questionário, aplicado um ano depois para validar a
triangulação dos dados. Pesquisa de 2004/2005, validada em 2006, num
estudo de 2007 sobre uma realidade que antecipa o futuro.
De salientar, como resultado, do estudo que os alunos se apercebem
que aprendem muito além das ferramentas. Sabem que o contexto do Clube
lhes permite conhecer a “outra face da escola", que podem ambicionar a
excelência, entre pares, que também saboreiam o mesmo sonho. Entretanto
muitas pontes estão ainda por estabelecer entre o Complemento Curricular e
as disciplinas. Ficam sugestões.
The ICT, when used as cognitive tools, as they are in the context of Extra Curricular Activities, namely in the Informatics Club, the object of this study, allow the acquisition and development of competences. The access to resources, the management of their own learning process, taking part in a learning community and the innovative pedagogical relationship, allow the building of knowledge and meaningful and inclusive learning. But curricula for life, chosen by the pupil, frequently don’t converge with the formal curriculum. In this context the central problem of this research emerges: What kind of learning and competences are acquired and developed by the pupils, with the use of ICT, in the Extra Curricular Activities, and in which way do they contribute for their Curriculum? In order to find answers to this question we opted for an investigation of qualitative design, with exploratory, descriptive, and interpretative character, in the form of case study. The research instruments used were semi structured interview, group interview, participant observation with the record of cases and incidents and artefact recollection. A year later a questionnaire was used to validate the triangulation of data. Research of 2004/2005 validated in 2006 in a research of 2007 about a reality that previews the future. As an important result we point out that the pupils know that they learn more than tools. They feel that the context allows them to see the “other side of the school's face” and sigh for excellence, among others that dream the same dream. What kind of learning and competences are acquired and developed by the pupils, with ICT, in the Extra Curricular Activities, and in which way do they contribute for their Curriculum. However many bridges are still to build between extra curricular activities and the classroom. Some suggestions remain in this study.
The ICT, when used as cognitive tools, as they are in the context of Extra Curricular Activities, namely in the Informatics Club, the object of this study, allow the acquisition and development of competences. The access to resources, the management of their own learning process, taking part in a learning community and the innovative pedagogical relationship, allow the building of knowledge and meaningful and inclusive learning. But curricula for life, chosen by the pupil, frequently don’t converge with the formal curriculum. In this context the central problem of this research emerges: What kind of learning and competences are acquired and developed by the pupils, with the use of ICT, in the Extra Curricular Activities, and in which way do they contribute for their Curriculum? In order to find answers to this question we opted for an investigation of qualitative design, with exploratory, descriptive, and interpretative character, in the form of case study. The research instruments used were semi structured interview, group interview, participant observation with the record of cases and incidents and artefact recollection. A year later a questionnaire was used to validate the triangulation of data. Research of 2004/2005 validated in 2006 in a research of 2007 about a reality that previews the future. As an important result we point out that the pupils know that they learn more than tools. They feel that the context allows them to see the “other side of the school's face” and sigh for excellence, among others that dream the same dream. What kind of learning and competences are acquired and developed by the pupils, with ICT, in the Extra Curricular Activities, and in which way do they contribute for their Curriculum. However many bridges are still to build between extra curricular activities and the classroom. Some suggestions remain in this study.
Descrição
Tese de mestrado em Ciências da Educação (Área de especialização em Tecnologias Educativas), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2007
Palavras-chave
Teses de mestrado - 2007 Tecnologia educativa Desenvolvimento de competências Tecnologias da informação e da comunicação Organização curricular