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Concepções e práticas na área de estudo acompanhado : estudo de caso realizado em duas escolas
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Resumo(s)
A mais recente mudança pretendida no ensino básico, cujo corpo legislativo central
foi produzido entre 1997 e 2001, coloca os professores perante importantes desafios em
termos de desenvolvimento curricular. Nestes desafios inscreve-se a criação de três áreas não
disciplinares, de natureza transversal e integradora, perspectivadas como espaços onde a
autonomia das escolas viesse a assumir uma expressão significativa, contribuindo para a
construção local do currículo. Entre estas, o Estudo Acompanhado visa especificamente o
desenvolvimento de métodos de estudo e trabalho na promoção da crescente autonomia do
aluno. A presente investigação incidiu sobre a implementação desta área em dois contextos
diferenciados - uma escola com e outra sem experiência prévia da mesma - onde procurámos
compreender a atribuição de significados e as formas de trabalho desenvolvidas, através de
um estudo de natureza qualitativa assente na realização de entrevistas, questionários e análise
documental.
Da recolha e tratamento dos dados emergiram concepções e práticas em Estudo
Acompanhado onde se constata a incidência em métodos de estudo e no reforço de
aprendizagens disciplinares. A dificuldade dos professores em desenvolverem trabalho
colaborativo no Conselho de Turma, reconhecido simultaneamente como locus privilegiado
de cooperação mas limitador dessa mesma cooperação, contribui para a implementação desta
área numa lógica tradicional de compartimentação - adicionada ao plano de estudos com
escasso cumprimento da "missão" de transversalidade - levando ao isolamento do par
pedagógico. Embora na escola com experiência se reconheça o efeito estabilizador da
experiência pessoal e partilhada, assim como da existência de materiais comuns que apoiam o
trabalho a realizar, as necessidades identificadas em ambas as escolas incluem uma
colaboração efectiva, trabalho preparatório de planificação e organização de materiais e a
especificação de orientações que norteiem a acção dos professores. Constata-se, assim, que
apesar de ser reconhecida a importância de condições facilitadoras externas à escola, é
valorizado o investimento em dinâmicas locais que contribuam para promover e sustentar a
mudança pretendida.
The most recent change intended for Portuguese basic education, whose main legal framework was produced between 1997 and 2001, places teachers before important challenges regarding curriculum development. These challenges include the creation of three cross-curricular areas, through which school autonomy should acquire a significant expression within a context of curriculum decentralisation. Among these areas, Study Skills aims at the development of study and work habits towards the promotion of students' autonomy. This research focused on its implementation in two different settings - one school with some experience and another with no previous experience of this area - where we sought to understand how it was interpreted and organised by teachers by means of a qualitative study based on interviews, questionnaires and document analysis. From the information gathered and analysed it was possible to identify conceptions and practices focusing both on study methods and on the reinforcement of curriculum subjects. The difficulty in developing collaborative work within the class council, seen both as potentially favouring but hindering co-operation, contributes to the implementation of this area in a traditional compartmentalised fashion - i.e. added to the curriculum with scarce cross-curricular dimension - leading to the isolation of pedagogical teams. Although in the experienced school teachers recognise the importance of stabilisation derived from personal and shared experience, as well as from the existence of common materials that support their daily work, common needs emerge in both schools, namely a more effective collaboration, anticipated planning and organisation of materials, and the definition of more specific guidelines. Therefore, besides recognising the importance of favourable external conditions, teachers value the investment in locai dynamics as a means of promoting and sustaining the expected change.
The most recent change intended for Portuguese basic education, whose main legal framework was produced between 1997 and 2001, places teachers before important challenges regarding curriculum development. These challenges include the creation of three cross-curricular areas, through which school autonomy should acquire a significant expression within a context of curriculum decentralisation. Among these areas, Study Skills aims at the development of study and work habits towards the promotion of students' autonomy. This research focused on its implementation in two different settings - one school with some experience and another with no previous experience of this area - where we sought to understand how it was interpreted and organised by teachers by means of a qualitative study based on interviews, questionnaires and document analysis. From the information gathered and analysed it was possible to identify conceptions and practices focusing both on study methods and on the reinforcement of curriculum subjects. The difficulty in developing collaborative work within the class council, seen both as potentially favouring but hindering co-operation, contributes to the implementation of this area in a traditional compartmentalised fashion - i.e. added to the curriculum with scarce cross-curricular dimension - leading to the isolation of pedagogical teams. Although in the experienced school teachers recognise the importance of stabilisation derived from personal and shared experience, as well as from the existence of common materials that support their daily work, common needs emerge in both schools, namely a more effective collaboration, anticipated planning and organisation of materials, and the definition of more specific guidelines. Therefore, besides recognising the importance of favourable external conditions, teachers value the investment in locai dynamics as a means of promoting and sustaining the expected change.
Descrição
Tese de mestrado em Ciências da Educação (Área de Especialização: Teoria e desenvolvimento curricular), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2004
Palavras-chave
Estudo acompanhado Trabalho colaborativo Teses de mestrado - 2004 Conselho de turma