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Embalados! no trabalho colaborativo: um estudo de caso no 1º Ciclo do Ensino Básico
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Na sociedade actual são diversos os desafios colocados à escola e, em particular, aos professores, na educação das crianças e dos jovens para uma sociedade democrática, cuja actuação se deseja crítica e interventiva. Assim, são solicitadas competências no âmbito da gestão curricular, tendo em conta as características de cada aluno, as suas necessidades, interesses e expectativas e tendo por base um propósito fundamental: a apropriação de conhecimentos, a mobilização e desenvolvimento de competências que permitam viver numa sociedade onde os níveis de literacia se pretendem elevados. Os resultados de estudos nacionais e internacionais relativamente aos níveis de literacia, em Portugal, não são animadores. No entanto, diversas investigações (César, 2003; 2007; César & Santos, 2006) têm evidenciado os contributos do trabalho colaborativo na promoção de uma educação inclusiva e, também, na formação de adultos, abrangendo os diversos graus de ensino (Perret-Clermont, 2000; Renshaw, 2004; Teles, 2005). No 1º ciclo, pelas características que lhe são inerentes, os princípios orientadores da acção pedagógica que constam no programa nacional do 1º ciclo preconizam o desenvolvimento de uma educação através de experiências de aprendizagem activas, significativas, diversificadas, integradas e socializadoras (DEB, 1990/2006, p. 23). O crescente interesse pelo trabalho colaborativo em cenários de educação formal, bem como a preocupação com a criação e a gestão de experiências de aprendizagem propiciadoras do desenvolvimento das competências expressas nos documentos de política educativa, foram o motor deste estudo. Este trabalho tem por base um estudo de caso intrínseco (Stake, 1995/2007), com uma abordagem de natureza interpretativa (Denzin, 2002) e tem como pano de fundo o trabalho colaborativo. Foi desenvolvido no ano lectivo 2007/2008, numa turma do 3º ano de escolaridade com continuidade pedagógica, isto é, a professora manteve a turma que leccionava no ano lectivo anterior - 2006/2007. A professora da turma desenvolveu um conjunto diversificado de tarefas em que as interacções sociais entre os alunos, bem como entre estes e a professora, eram inerentes à própria natureza das tarefas. Os instrumentos de recolha de dados foram a observação participante (que incluiu o diário de bordo, registos fotográficos e áudio), entrevistas aos alunos e à professora, e recolha documental. Os resultados evidenciam a existência de um contrato didáctico assente no trabalho colaborativo e no tipo de tarefas propostas pela professora, em cenário de educação formal. Por outro lado, a apropriação de conhecimentos das áreas curriculares do 1º ciclo, a mobilização/desenvolvimento de competências, incluindo competências sócio-cognitivas e emocionais, associados à satisfação, curiosidade, ou autonomia dos alunos na realização das actividades, foram iluminados por diversas evidências empíricas.
Society at present is challenging schools in diverse ways, in particular teachers in order to create a democratic society where children and adolescents can contribute and intervene in a critic manner. Teachers are asked for competencies in the management of the curriculum, taking into account each students' characteristics, their necessities, interests and expectations. This management of the curriculum has as an aim getting knowledge accross, improve competencies which will increase the chances of having a society where literacy levels are high. The national and international literacy levels show that in Portugal, levels of literacy are not very high. However, many researchers (César, 2003; 2007; César & Santos, 2006) have proved the benefits of teamwork in the promotion of an inclusive education and in the formation of adults, aproaching in this way diverse cycles of learning (Perret-Clermont, 2000; Renshaw, 2004; Teles, 2005). In the 1st cycle, for its inherent characteristics, the principles of pedagogic action suggest the development of an education through ―experiences of apprenticeship in an active, significant, diversified, integrated and social manner‖ (DEB, 1990/2006, p. 23). The growing interest in teamwork, in scenes of formal education as well as the preoccupation with the creation and management of experiences of apprenticeship, mobilize and develop the competences defined in the documents of educative politics is the basis of this study. This work is constituted by an intrinsic case study (Stake, 1995/2007), of an approach of interpretative nature (Denzin, 2002), talking about teamwork. It was developed in the academic year, 2007/2008, in a group of the 3rd cycle students with pedagogic continuity, in other words, the pupils 2006/2007 had been taught by the same teacher in this academic year. The teacher of the group developed a set of tasks in which daily social interactions between pupils and these with the teacher were intrinsic to the tasks. The instruments of gathering of data were participant observation, which included a log book, photographic registers as well as sound registers, interviews and gathering of documents. The results illuminate the existence of an educational contract based on collaborative work and the tasks developed by the teacher in the classroom. The appropriation of knowledge about areas of the 1 cycle' curriculums, the development of competencies, including socio-cognitive and emotional competencies are associated to the satisfaction, curiosity, autonomy of the pupils in the completed tasks. These were highlighted due to diverse empiric proofs.
Society at present is challenging schools in diverse ways, in particular teachers in order to create a democratic society where children and adolescents can contribute and intervene in a critic manner. Teachers are asked for competencies in the management of the curriculum, taking into account each students' characteristics, their necessities, interests and expectations. This management of the curriculum has as an aim getting knowledge accross, improve competencies which will increase the chances of having a society where literacy levels are high. The national and international literacy levels show that in Portugal, levels of literacy are not very high. However, many researchers (César, 2003; 2007; César & Santos, 2006) have proved the benefits of teamwork in the promotion of an inclusive education and in the formation of adults, aproaching in this way diverse cycles of learning (Perret-Clermont, 2000; Renshaw, 2004; Teles, 2005). In the 1st cycle, for its inherent characteristics, the principles of pedagogic action suggest the development of an education through ―experiences of apprenticeship in an active, significant, diversified, integrated and social manner‖ (DEB, 1990/2006, p. 23). The growing interest in teamwork, in scenes of formal education as well as the preoccupation with the creation and management of experiences of apprenticeship, mobilize and develop the competences defined in the documents of educative politics is the basis of this study. This work is constituted by an intrinsic case study (Stake, 1995/2007), of an approach of interpretative nature (Denzin, 2002), talking about teamwork. It was developed in the academic year, 2007/2008, in a group of the 3rd cycle students with pedagogic continuity, in other words, the pupils 2006/2007 had been taught by the same teacher in this academic year. The teacher of the group developed a set of tasks in which daily social interactions between pupils and these with the teacher were intrinsic to the tasks. The instruments of gathering of data were participant observation, which included a log book, photographic registers as well as sound registers, interviews and gathering of documents. The results illuminate the existence of an educational contract based on collaborative work and the tasks developed by the teacher in the classroom. The appropriation of knowledge about areas of the 1 cycle' curriculums, the development of competencies, including socio-cognitive and emotional competencies are associated to the satisfaction, curiosity, autonomy of the pupils in the completed tasks. These were highlighted due to diverse empiric proofs.
Descrição
Tese de mestrado em Educação (Formação Pessoal e Social), apresentada à Universidade de Lisboa, através da Faculdade de Ciências, 2008
Palavras-chave
Educação Formação pessoal e social Teses de mestrado