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A escola na educação para a mudança e a intervenção ativa na sociedade a experiência "i9Atlântico"
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Esta dissertação consiste, em grandes linhas, numa avaliação do projeto i9Atlântico, concebido com o objetivo de promover, ao nível do ensino básico, a educação para a mudança e a formação para o exercício de uma cidadania ativa e responsável. Trata-se de uma experiência concebida de acordo com as metodologias ativas da aprendizagem centradas no aluno, alicerçada na filosofia da “Aprendizagem Baseada em Problemas” (ABP). Neste contexto, além de se descrever a experiência e o processo de implementação, elabora-se uma reflexão crítica sobre as potencialidades e limitações da metodologia ABP, tendo por base os resultados alcançados.
A metodologia de investigação adotada é na sua essência indutiva e de cariz qualitativo. A teoria não precede a pesquisa mas, pelo contrário, anda lado a lado com o trabalho empírico, aqui sinónimo da prática pedagógica por nós conduzida durante um ano letivo. Utiliza-se a experiência i9Atlântico como um estudo de caso, trabalhado de acordo com o paradigma da investigação-ação, enquadrando-se claramente na modalidade de investigação-ação prática, mas contendo também laivos da investigação-ação crítica.
A avaliação realizada permite concluir que o projeto i9Atlântico, e por inerência a ABP, apresentam um elevado potencial no desenvolvimento de um conjunto de aprendizagens significativas fundamentais à formação de cidadãos ativos e responsáveis. Fundamentamos esta afirmação na aceitação do projeto, nas elevadas taxas de sucesso obtidas na resolução dos problemas e em todas as potencialidades evidenciadas no fomento do pensamento crítico e reflexivo. Estamos cientes que existem obstáculos e limitações como o sistema de ensino vigente associado a questões sociais e culturais ou a reduzida carga horária indexada ao projeto. Isto não invalida que o futuro não esteja repleto de desafios, ligados, nomeadamente, com o colmatar dos obstáculos e limitações identificadas, à construção de “triggers” mais instigadores; à adequação dos problemas aos interesses dos alunos; e ao constante “upgrade” das dinâmicas utilizadas.
Abstract: This dissertation consists in, broadly speaking, an assessment of the i9Atlântico project, conceived with the objective of promoting, at primary level, an education that changes and trains for the exercise of active and responsible citizenship. It is an experience designed according to the active, student-centred methods of learning, grounded in the philosophy of "Problem Based Learning" (PBL). In this context, in addition to describing the experience and the implementation process, we undertake a critical reflection on the strengths and limitations of PBL, based on the results achieved. The research methodology adopted is in its essence of an inductive and qualitative nature. Theory does not precede research, but rather goes hand in hand with the empirical work, here synonymous with the teaching practice conducted by us during a school year. We use the i9Atlântico experience as a case study, working according to the paradigm of action research, fitting clearly in the structure of practical action research, but also containing hints of critical action research. The evaluation concludes that the i9Atlântico project, and by extension PBL, have high potential in developing a set of fundamental significant learning in the formation of active and responsible citizens. We base this statement on the acceptance of the project, the high success rates obtained in solving problems and in all potential evidenced in promoting critical and reflective thinking. We are aware that there are obstacles and limitations, such as the prevailing system of education associated with social and cultural issues or the reduced workload indexed to the project. This does not alter the fact that the future is filled with challenges. In order to overcome them we need to attenuate the obstacles and constraints identified, construct instigating "triggers"; adjust the problems to the students` interests and constantly "upgrade" the dynamics applied.
Abstract: This dissertation consists in, broadly speaking, an assessment of the i9Atlântico project, conceived with the objective of promoting, at primary level, an education that changes and trains for the exercise of active and responsible citizenship. It is an experience designed according to the active, student-centred methods of learning, grounded in the philosophy of "Problem Based Learning" (PBL). In this context, in addition to describing the experience and the implementation process, we undertake a critical reflection on the strengths and limitations of PBL, based on the results achieved. The research methodology adopted is in its essence of an inductive and qualitative nature. Theory does not precede research, but rather goes hand in hand with the empirical work, here synonymous with the teaching practice conducted by us during a school year. We use the i9Atlântico experience as a case study, working according to the paradigm of action research, fitting clearly in the structure of practical action research, but also containing hints of critical action research. The evaluation concludes that the i9Atlântico project, and by extension PBL, have high potential in developing a set of fundamental significant learning in the formation of active and responsible citizens. We base this statement on the acceptance of the project, the high success rates obtained in solving problems and in all potential evidenced in promoting critical and reflective thinking. We are aware that there are obstacles and limitations, such as the prevailing system of education associated with social and cultural issues or the reduced workload indexed to the project. This does not alter the fact that the future is filled with challenges. In order to overcome them we need to attenuate the obstacles and constraints identified, construct instigating "triggers"; adjust the problems to the students` interests and constantly "upgrade" the dynamics applied.
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Ensino básico - Portugal - séc. 21 Projecto i9Atlântico - educação e formação - mudança - cidadania activa Apendizagem Baseada em Problemas - APB - metodologia Teses de mestrado - 2014