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O trabalho cooperativo como promotor das aprendizagens : aplicação numa turma do ensino profissional na disciplina de área de integração
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Orientador(es)
Resumo(s)
O presente relatório da Prática de Ensino Supervisionada teve como finalidade
estudar a aprendizagem cooperativa como promotor das aprendizagens nos alunos de uma
turma do ensino profissional do curso Profissional Técnico Auxiliar de Saúde.
A experiência pedagógica decorreu na disciplina de Área de Integração na Escola
Secundária José Saramago – Mafra.
Na implementação dos diversos métodos de aprendizagem cooperativa:
Aprendendo juntos, Graffiti cooperativo, S-Q-A e Brainstorming desenvolveram-se
competências sociais, tais como a responsabilidade, autonomia e cooperação, tendo como
referência teórica o socioconstrutivismo de Vygotsky.
Foi adotada uma metodologia de investigação qualitativa. As técnicas usadas foram o
portefólio, a inquirição, que contemplou a construção e implementação de uma entrevista à
professora cooperante, a construção e administração de um questionário aos alunos e a
observação, no âmbito da qual se redigiu um diário de campo.
Os resultados obtidos evidenciaram repercussões positivas, uma vez que através da
realização do trabalho em grupos cooperativos, os alunos revelaram participação mais ativa
nas aulas e desenvolvimento de competências sociais promotoras de aprendizagens.
The present report is incorporated in the Supervised Teaching Practice aiming to investigate the benefits, in the learning process, of the cooperative learning methods in a class of students attending the professional course of Auxiliary Health Technician. The pedagogical experience was developed around an Integrated Curriculum Project of the Secondary School José Saramago in Mafra. Based on the Social Constructivist theory of Vygotsky and by implementing several cooperative learning methods, for instance, learning together, cooperative Grafitti, S-Q-A and brainstorming, it was observed that the levels of the students social skills such as personal responsibility, autonomy and cooperation were developed. As far as this investigation is concerned, the qualitative investigation methodology was adopted. In this study the research techniques implemented were: the portfolio, the inquiry that contemplated the building and the implementation of an interview to the cooperative teacher, the making and application of a questionnaire to the students, and the observation on which a field diary was created. The results of this study suggest that cooperative learning has a positive impact in the students learning process. The use of cooperative work techniques improves students’ participation in classes and develops social competences that promote their learning skills.
The present report is incorporated in the Supervised Teaching Practice aiming to investigate the benefits, in the learning process, of the cooperative learning methods in a class of students attending the professional course of Auxiliary Health Technician. The pedagogical experience was developed around an Integrated Curriculum Project of the Secondary School José Saramago in Mafra. Based on the Social Constructivist theory of Vygotsky and by implementing several cooperative learning methods, for instance, learning together, cooperative Grafitti, S-Q-A and brainstorming, it was observed that the levels of the students social skills such as personal responsibility, autonomy and cooperation were developed. As far as this investigation is concerned, the qualitative investigation methodology was adopted. In this study the research techniques implemented were: the portfolio, the inquiry that contemplated the building and the implementation of an interview to the cooperative teacher, the making and application of a questionnaire to the students, and the observation on which a field diary was created. The results of this study suggest that cooperative learning has a positive impact in the students learning process. The use of cooperative work techniques improves students’ participation in classes and develops social competences that promote their learning skills.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino da Economia e da Contabilidade, Universidade de Lisboa, 2016
Palavras-chave
Aprendizagem cooperativa Ensino profissional Competências sociais Relatórios da prática de ensino supervisionada - 2016