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A aprendizagem estratégica : construção e avaliação de uma intervenção em estratégias de aprendizagem integrada no currículo escolar
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Orientador(es)
Resumo(s)
Para além de ser uma fonte de informação, uma das tarefas fundamentais da
escola é dotar os alunos de estratégias de que lhes permitam reelaborar, transformar,
contrastar e reconstruir criticamente os conhecimentos que vão adquirindo, ou seja,
apostar no conhecimento estratégico. Em nosso entender, ajudar a estruturar a tarefa
fundamental do professor - que o seu aluno aprenda e aprenda a aprender - é hoje
uma das linhas chave da investigação em educação.
Neste quadro, construir e avaliar uma intervenção em estratégias de
aprendizagem, desenhada para ser aplicada no último ano da escolaridade obrigatória
foi a meta principal deste estudo.
Para além do trabalho de intervenção com os alunos, tendo em vista
potencializar estratégias cognitivas, metacognitivas e motivacionais desenvolvemos
uma acção formativa com os professores, visando estimular uma atitude reflexiva,
activa e construtiva. O interesse científico em validar esta intervenção prende-se com
a importância de a equacionar em contextos reais, podendo analisar-se o sentido da
mudança efectuada e confrontá-la com o corpo de conhecimentos científicos
existentes.
Os resultados da primeira etapa - análise dos fundamentos teóricos,
legislativos e estudo prévio das opiniões dos professores - constituíram o material de
base para a fundamentação da proposta de intervenção e formação.
O dispositivo de avaliação da intervenção assentou na comparação de três
grupos "intactos", num desenho quasi-experimental.
A intervenção pretendeu fomentar nos alunos uma regulação consciente e
deliberada da sua acção. Evitando o ensino de técnicas de estudo de forma mecânica,
ensinaram-se estratégias de aprendizagem em contextos em que elas resultassem
funcionais, fomentou-se um clima de aula propício à reflexão, à dúvida e à pesquisa e
equacionaram-se situações que ajudassem à transferência das estratégias de
aprendizagem. Ajudar os professores a tomarem consciência dos processos que
utilizam quando ensinam e a compreender os seus efeitos ajudando-os assim a
controlar os seus processos mentais e a aumentar o conhecimento sobre o seu próprio
funcionamento cognitivo foram os objectivos da formação.
A investigação mostrou a possibilidade de utilização das estratégias de
aprendizagem em sala de aula e integradas no currículo normal. Os resultados, de
natureza vária, levaram-nos a uma reflexão final organizada em tomo de três
questões: a) necessidade de formar professores em estratégias de aprendizagem; b)
alunos em interacção ensino-aprendizagem e c) aconselhamento educacional em
estratégias de aprendizagem.
One of fundamental tasks of schools is to endow students with strategies, which enable them to re-elaborate, to transform, to contrast and critically rebuild the knowledge they are getting, i. e. to bet on strategic knowledge. We think that one of today's key lines of educational research is helping teachers develop structures for aiding students to learn, and to learn how to leam. Within this frame, the main goal of this study was to construct and assess an intervention on learning strategies, to be applied to pupils attending the last year of compulsory scholarship. Not only did we work with pupils, aiming to raise cognitive, meta-cognitive and motivational strategies, but we have also worked out a teacher training procedure in order to stimulate a reflexive, active and constructive attitude. The scientific profit in validating this intervention lays on the importance of reasoning it in real contexts, what allows us to analyse the meaning of upcoming changes and compare these with the existing scientific knowledge on the subject. The results of the first stage - analysis of theoretical and legislative foundations and previous study of teacher's opinions - laid the foundations for the proposal of pedagogical action and teacher training. The assessment device for pedagogical action was constructed with basis on the comparison of three "intact live groups" (groups already existing in a school), adopting a quasi-experimental design. The pedagogical intervention aimed to promote in pupils the growth of a conscious and deliberate self-regulation of their action. Avoiding to teach study techniques in a mechanical way, we have taught learning strategies in contexts where they showed functionalist, encouraging a class climate prompt to reflection, doubt and inquiry and we have also promoted situations which helped transfer the learning strategies. The teacher training aimed to help teachers to be conscious of their teaching procedures and to understand their inherent effects, so helping them to control their mental processes as well as increasing their knowledge about their own cognitive processes. The research showed the possibility of using learning strategies in classroom within a regular curriculum. The variety of the results led us to a fmal reflection organised around three issues: the need of a) training teachers on learning strategies, b) pupils interaction during teaching-learning and c) educational counselling on learning strategies.
One of fundamental tasks of schools is to endow students with strategies, which enable them to re-elaborate, to transform, to contrast and critically rebuild the knowledge they are getting, i. e. to bet on strategic knowledge. We think that one of today's key lines of educational research is helping teachers develop structures for aiding students to learn, and to learn how to leam. Within this frame, the main goal of this study was to construct and assess an intervention on learning strategies, to be applied to pupils attending the last year of compulsory scholarship. Not only did we work with pupils, aiming to raise cognitive, meta-cognitive and motivational strategies, but we have also worked out a teacher training procedure in order to stimulate a reflexive, active and constructive attitude. The scientific profit in validating this intervention lays on the importance of reasoning it in real contexts, what allows us to analyse the meaning of upcoming changes and compare these with the existing scientific knowledge on the subject. The results of the first stage - analysis of theoretical and legislative foundations and previous study of teacher's opinions - laid the foundations for the proposal of pedagogical action and teacher training. The assessment device for pedagogical action was constructed with basis on the comparison of three "intact live groups" (groups already existing in a school), adopting a quasi-experimental design. The pedagogical intervention aimed to promote in pupils the growth of a conscious and deliberate self-regulation of their action. Avoiding to teach study techniques in a mechanical way, we have taught learning strategies in contexts where they showed functionalist, encouraging a class climate prompt to reflection, doubt and inquiry and we have also promoted situations which helped transfer the learning strategies. The teacher training aimed to help teachers to be conscious of their teaching procedures and to understand their inherent effects, so helping them to control their mental processes as well as increasing their knowledge about their own cognitive processes. The research showed the possibility of using learning strategies in classroom within a regular curriculum. The variety of the results led us to a fmal reflection organised around three issues: the need of a) training teachers on learning strategies, b) pupils interaction during teaching-learning and c) educational counselling on learning strategies.
Descrição
Tese de doutoramento em Ciências da Educação (Desenvolvimento Curricular e Avaliação em Educação), apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2001
Palavras-chave
Processo educativo Processos de aprendizagem Estratégias de aprendizagem Leitura Compreensão Metodologia da investigação Teses de doutoramento - 2001