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Os trabalhos de casa na escola do 1º ciclo da Luz : estudo de caso
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Orientador(es)
Resumo(s)
Centra-se este trabalho no estudo da problemática dos trabalhos para casa, vulgo TPC.
Como o próprio nome indica, em principio fazem-se fora da aula, mas são aí preparados e
controlados e é suposto que prolonguem o trabalho feito na escola. Eles não são coisas sem
importância, pesam na vida de quem lida com eles: alunos, pais, professores e outros
agentes educativos.
No âmbito do desenvolvimento e gestão curricular, a recente reforma legislativa
permite aos docentes uma gestão mais autónoma, com práticas curriculares mais flexíveis;
ao mesmo tempo que abre caminho aos pais para participarem na gestão da escola e no
processo de avaliação. A alteração das práticas curriculares, para além de outros factores,
pressupõe uma mudança de atitude alicerçada numa cultura curricular entre parceiros do
acto educativo, tendo em conta a diversidade sociocultural que fervilha na escola. Neste
sentido, sustenta-se a necessidade de (re)definir práticas de (des)envolvimento e gestão
curricular que visem a eficácia educativa a públicos muito diferenciados. Uma das práticas
educativas a que o professor recorre, são os TPC. Há, como se sabe, posições extremadas,
pois há quem veja neles uma tortura e há quem veja neles uma forma de prevenir o
insucesso. Não existe consenso acerca do seu valor pedagógico. Os diversos actores sociais
não representam uma frente unida e digladiam -se numa arena de interesses, nem sempre os
mais nobres.
A crescente divergência de opiniões e a diferença de receptividade por parte dos
actores envolvidos no processo dos TPC, suscitou em nós o desejo de conhecer, perceber e aprofundar este assunto. Se, do ponto de vista teórico, parece reunir algum consenso a
ideia de que os TPC contribuem para a melhoria das aprendizagens, nem por isso deixam
de ser um “imbróglio” por serem entendidos como uma prática enraizada na escola
tradicional, com abuso de carga horária e promotores de injustiças sociais. Assim, como
acontece com quase tudo o que se relaciona com o ensino e a educação, os “famosos” TPC
passaram a ser alvo de muita contestação. Parece-nos, pois, necessário que a escola repense
esta prática curricular que se mantém cativa das necessidades sociais do séc.XIX
Neste estudo tentamos entender em que consistem na prática os T P C . quem são os
actores sociais envolvidos e como os encaram . Para tal, conduzimos a pesquisa numa
escola pública do 1° ciclo, situada no noroeste do Distrito de Santarém. Estamos, pois,
perante um estudo de caso.
This work is centered around the home work problem. As the name it self ilustrates, they are supposed to be done outside the class, but they are there prepared and controled and they suposedly extend the work started at school. They are not meaningless things; it has its weight on the life of everybody that deals with it; students, parents, teachers and other education technicians. Under the development and curricular management scope the recent Law reform allows the teaching body a more autonomous management, with more flexible curricular practices; and at the same time that it opens the way for parents to participate in the management side of school and the evaluation process. The changes that the curricular practices have suffered, apart from other factors, implies a change in attitudes based on a curricular culture of the partnership involved in the educational act, taking into account the social and cultural diversity that schools are populated with. In this sense, the need stands to (re)define the practices of development, involvement and curricular management that have as main target the educational effectiveness within diversified publics. One of the educational tactics that teachers resort to is the home work. There are, as everyone knows very different opinions, because there are those who see it as a mean of torture and there are others who see in it a way to prevent failure. There is no consensus about its true educational value. The several social actors that have a part in this scenario do not stand in an united front and fight amongst themselves, and not always for the most noble of reasons. The ever growing divergence of opinions and the difference of receptiveness among the intervening parts in the home work process, has stired up in all of us the wish to know, understand and dig deeper into this matter. If under the theoretical point of view, it appears to assemble sort of consensus in the idea that the home work contribute to an improvement of learning skills, it is never the less confusion of ideas. Because it is understood as settled in the traditional schooling system, filed with overwhelming schedules and social injustice. Therefore, as it happens with almost everything that is related to teachings and education, the very famous home work is a target for controversy. It is there for necessary for the schools to rethink this curricular practice that is still captive to the XlX th century needs. In this study we have tried to understand the basis behind the home work practice, who are the social actors involved and how they are faced. In order to do that, we have done research in a public school of 1º cycle in the Santarém area. We are therefore faced with a one case study.
This work is centered around the home work problem. As the name it self ilustrates, they are supposed to be done outside the class, but they are there prepared and controled and they suposedly extend the work started at school. They are not meaningless things; it has its weight on the life of everybody that deals with it; students, parents, teachers and other education technicians. Under the development and curricular management scope the recent Law reform allows the teaching body a more autonomous management, with more flexible curricular practices; and at the same time that it opens the way for parents to participate in the management side of school and the evaluation process. The changes that the curricular practices have suffered, apart from other factors, implies a change in attitudes based on a curricular culture of the partnership involved in the educational act, taking into account the social and cultural diversity that schools are populated with. In this sense, the need stands to (re)define the practices of development, involvement and curricular management that have as main target the educational effectiveness within diversified publics. One of the educational tactics that teachers resort to is the home work. There are, as everyone knows very different opinions, because there are those who see it as a mean of torture and there are others who see in it a way to prevent failure. There is no consensus about its true educational value. The several social actors that have a part in this scenario do not stand in an united front and fight amongst themselves, and not always for the most noble of reasons. The ever growing divergence of opinions and the difference of receptiveness among the intervening parts in the home work process, has stired up in all of us the wish to know, understand and dig deeper into this matter. If under the theoretical point of view, it appears to assemble sort of consensus in the idea that the home work contribute to an improvement of learning skills, it is never the less confusion of ideas. Because it is understood as settled in the traditional schooling system, filed with overwhelming schedules and social injustice. Therefore, as it happens with almost everything that is related to teachings and education, the very famous home work is a target for controversy. It is there for necessary for the schools to rethink this curricular practice that is still captive to the XlX th century needs. In this study we have tried to understand the basis behind the home work practice, who are the social actors involved and how they are faced. In order to do that, we have done research in a public school of 1º cycle in the Santarém area. We are therefore faced with a one case study.
Descrição
Tese de Mestrado em Ciências da Educação (Área de Especialização em Teoria e Desenvolvimento Curricular) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Desenvolvimento curricular Trabalhos de casa Família - comunidade Ensino básico (1º ciclo)