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Utilização de pedagogia diferenciada numa turma do 11º ano na disciplina de Economia
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O presente relatório foi elaborado no âmbito do Mestrado em Ensino de Economia
e Contabilidade, do Instituto de Educação da Universidade de Lisboa. Na Prática de
Ensino Supervisionada (PES) foi desenvolvido um projeto utilizando o portefólio
digital como instrumento de pedagogia diferenciada, num Colégio na zona da Grande
Lisboa, numa turma de 11º ano do curso de Científico-Humanístico de Ciências
Socioeconómicas, na disciplina de Economia A.
A temática referente à pedagogia diferenciada suscitou o meu interesse, por
verificar existirem diferenças e heterogeneidades entre alunos nas dimensões
económicas, sociais e culturais ou a nível cognitivo, e teve como propósito promover
o sucesso dos alunos em todo o processo de aprendizagem. Assim, considerando o
impacto das novas tecnologias na sociedade, a abordagem pedagógica com recurso ao
portefólio digital permite potenciar o processo de ensino e aprendizagem e a retenção
do conhecimento por parte dos alunos. O portefólio digital foi construído pelo aluno,
promovendo o desenvolvimento de competências diversificadas de acordo com Perfil
dos alunos à saída da escolaridade obrigatória. Sob uma perspetiva pedagógica baseada
na teoria do construtivismo, a análise de investigação desenvolvida ao longo da parte
prática do projeto, foi de natureza interpretativa com uma abordagem qualitativa, com
recurso a métodos e técnicas de recolha de dados, tais como observação participante,
registos no diário de campo, entrevistas e análise documental. Através da observação,
verificou-se um aumento do interesse dos alunos, assim como da responsabilidade e
autonomia, destacando-se o desenvolvimento das suas competências tecnológicas
aliadas à aquisição de conhecimento na área de Economia A. Adicionalmente, foram
também recolhidos indícios de uma melhoria ao nível da relação afetiva e pedagógica
entre professor e aluno.
Posto isto, o portefólio digital poderá ser um instrumento para uma pedagogia
diferenciada, que pode ser utilizado tanto no ensino à distância como no ensino
presencial, desde que existam recursos digitais disponíveis para utilização pelos
alunos.
The present report was prepared within the framework of the Masters Degree Course in Economics and Accounting Teaching, of the Institute of Education of the University of Lisbon (Instituto de Educação da Universidade de Lisboa). The Supervised Teaching Practice presents the use of the digital portfolio as an instrument of differentiated pedagogy developed in a school in the Greater Lisbon area, in an 11th grade class of the Scientific-Humanistic course in Socio-Economic Sciences, in the subject of Economics A. The theme regarding differentiated pedagogy aroused my interest, as I found differences and heterogeneities between students in economic, social, and cultural dimensions or at a cognitive level, and its purpose was to promote students’ success throughout the learning process. Therefore, considering the impact of new technologies on society, the pedagogical approach using the digital portfolio allows to enhance the teaching and learning process and the retention of knowledge by students The digital portfolio was built by the student, promoting the development of various skills according to the student's profile upon leaving compulsory education. From a pedagogical perspective based on the theory of constructivism, the research analysis developed throughout the practical part of the project was interpretative in nature with a qualitative approach, using data collection methods and techniques, such as participant observation, records in the field diary, interviews, and documentary analysis. Through observation, there was an increase in student’s interest, as well as in responsibility and autonomy, highlighting the development of their technological skills in line with the acquisition of knowledge of the Economics A subject. Additionally, signs of an improvement in the emotional and pedagogical relationship between teacher and student, were also collected. Therefore, the digital portfolio could be an instrument for a differentiated pedagogy, which can be used both in distance learning and in face-to-face teaching, as long as there are digital resources available for use by students.
The present report was prepared within the framework of the Masters Degree Course in Economics and Accounting Teaching, of the Institute of Education of the University of Lisbon (Instituto de Educação da Universidade de Lisboa). The Supervised Teaching Practice presents the use of the digital portfolio as an instrument of differentiated pedagogy developed in a school in the Greater Lisbon area, in an 11th grade class of the Scientific-Humanistic course in Socio-Economic Sciences, in the subject of Economics A. The theme regarding differentiated pedagogy aroused my interest, as I found differences and heterogeneities between students in economic, social, and cultural dimensions or at a cognitive level, and its purpose was to promote students’ success throughout the learning process. Therefore, considering the impact of new technologies on society, the pedagogical approach using the digital portfolio allows to enhance the teaching and learning process and the retention of knowledge by students The digital portfolio was built by the student, promoting the development of various skills according to the student's profile upon leaving compulsory education. From a pedagogical perspective based on the theory of constructivism, the research analysis developed throughout the practical part of the project was interpretative in nature with a qualitative approach, using data collection methods and techniques, such as participant observation, records in the field diary, interviews, and documentary analysis. Through observation, there was an increase in student’s interest, as well as in responsibility and autonomy, highlighting the development of their technological skills in line with the acquisition of knowledge of the Economics A subject. Additionally, signs of an improvement in the emotional and pedagogical relationship between teacher and student, were also collected. Therefore, the digital portfolio could be an instrument for a differentiated pedagogy, which can be used both in distance learning and in face-to-face teaching, as long as there are digital resources available for use by students.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Economia e de Contabilidade, 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Pedagogia diferenciada Portefólios Tecnologias da informação e da comunicação Estratégias de ensino Relatórios da prática de ensino supervisionada - 2023