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Escrever para aprender estudo do meio
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Este estudo tem como objetivo contribuir para a melhoria de práticas docentes através de uma abordagem integrada da didática da língua e das ciências, partindo da constatação de que escrever ao longo do currículo favorece a compreensão, e consequentemente, a aprendizagem dos alunos (Briton, 1970; Catel, 2001), tanto ao nível da área curricular em foco como ao nível da área da língua. Vários são os estudos sobre a importância da escrita no desenvolvimento da aprendizagem (Denny, 1995; Havellock, 1995; Kleiman, 1995; Michalowsky, 1994; Street, 1984), bem como a pertinência das aprendizagens nas diversas áreas curriculares, mas raros são aqueles que se debruçam sobre a escrita no currículo numa perspetiva integradora e muito menos do ponto de vista das práticas dos professores, no que diz respeito ao ensino explícito e sistemático de estratégias diversificadas e facilitadoras de escrita para aprender ao longo do Currículo. Por conseguinte, pretendeu-se, com o presente estudo, conhecer: Qual a formação considerada adequada para que os Professores do 1.º Ciclo do Ensino Básico respondam eficazmente às necessidades de escrita dos alunos para construir conhecimento na área de Estudo do Meio? Com base na investigação, seguindo a metodologia Design-Based Research, desenvolveu-se um programa de formação de professores sobre estratégias promotoras do desenvolvimento da escrita como ferramenta de aprendizagem na área de estudo do meio. O programa da formação foi concebido, em conjunto com os professores participantes, a partir de informações obtidas através de entrevistas, de inquério por questionário, de observação de aulas e de análise de produções escritas, na área de estudo do meio, por parte de alunos dos 3.º e 4.º anos de escolaridade. Ao longo das várias observações realizadas, em paralelo com o decorrer da Oficina de Formação, verificou-se que, em simultâneo, enquanto os professores alteravam as suas práticas, de forma progressiva, os alunos foram começando a fazer uso das estratégias apresentadas pelos seus professores e, como consequência, o desempenho dos alunos melhorou nas áreas em intervenção. Ou seja, as aprendizagens dos alunos foram evoluindo quer ao nível da escrita, quer ao nível do estudo do meio, a partir da alteração de práticas dos seus professores.
Based on the observation that writing across the curriculum promotes comprehension, and consequently, student’s learning (Briton, 1970; Catel, 2001), both in therms of the curricular areas that serves as a subject and in the área of language, this study has as an objective to contribute to the improvement of teaching practices through an integrated teaching approach. There are several studies about the importance of writing in the development of learning, as well as the pertinence of learning in the diferente curricular áreas, but there are few studies that deal with writing in the curriculum in na integrative perspective, much less in the perspective of the practices of the teachers with regard to the explicit and systematic teaching of diversified and facilitating writing strategies for learning across the curriculum. Therefore, it was intended, with the presente study, to know: What training is considered adequate for teachers of the 1st cycle of Basic Education to respond effectively to the writing needs of students to build knowledge in sciences? Based on research carried out in the Design-Based Research modality, it was sought to provide teachers in the 1st Cycle of Basic Education, to teach in classes of 4th year, a training on strategies promoting the development of writing as a tool for learning sciences and to propose them to their students in the effective development of this competence. The training program was, together with the participating teachers, conceived from the information obtained initially, through interviews, questionnaires, direct observation of the classes and analysis of written productions, in sciences, students of the 3rd and 4th year of schooling. The implementation of the program was constituted by cycles through which it was tried to perfect the previous one based on the findings, reflections, suggestions of who applied it. With this, it was intended to make an importante contribution to the development of the practices of the teachers who constituted the group and formulate guidelines to take into account whwn developing integrated didactic practices. Throught the several observations made in parallel with the course of Training Workshop, it was found that, in a progressive way, the students were beginning to make use of the strategies presented by their teachers, spontaneously. That is, the changes in the students’practices were occurring from the change in teachers’practices.
Based on the observation that writing across the curriculum promotes comprehension, and consequently, student’s learning (Briton, 1970; Catel, 2001), both in therms of the curricular areas that serves as a subject and in the área of language, this study has as an objective to contribute to the improvement of teaching practices through an integrated teaching approach. There are several studies about the importance of writing in the development of learning, as well as the pertinence of learning in the diferente curricular áreas, but there are few studies that deal with writing in the curriculum in na integrative perspective, much less in the perspective of the practices of the teachers with regard to the explicit and systematic teaching of diversified and facilitating writing strategies for learning across the curriculum. Therefore, it was intended, with the presente study, to know: What training is considered adequate for teachers of the 1st cycle of Basic Education to respond effectively to the writing needs of students to build knowledge in sciences? Based on research carried out in the Design-Based Research modality, it was sought to provide teachers in the 1st Cycle of Basic Education, to teach in classes of 4th year, a training on strategies promoting the development of writing as a tool for learning sciences and to propose them to their students in the effective development of this competence. The training program was, together with the participating teachers, conceived from the information obtained initially, through interviews, questionnaires, direct observation of the classes and analysis of written productions, in sciences, students of the 3rd and 4th year of schooling. The implementation of the program was constituted by cycles through which it was tried to perfect the previous one based on the findings, reflections, suggestions of who applied it. With this, it was intended to make an importante contribution to the development of the practices of the teachers who constituted the group and formulate guidelines to take into account whwn developing integrated didactic practices. Throught the several observations made in parallel with the course of Training Workshop, it was found that, in a progressive way, the students were beginning to make use of the strategies presented by their teachers, spontaneously. That is, the changes in the students’practices were occurring from the change in teachers’practices.
Descrição
Tese de doutoramento, Educação (Formação de Professores), Universidade de Lisboa, Instituto de Educação, 2019
Palavras-chave
Teses de doutoramento - 2019