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Ambientes educativos inovadores : análise das atividades educativas desenvolvidas por professores e alunos
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A presente investigação assume como principal foco de análise as atividades educativas desenvolvidas em três Ambientes Educativos Inovadores (AEI) existentes em escolas públicas do ensino básico e secundário português, de modo a produzir conhecimento relevante sobre as suas características, projetos subjacentes e as dinâmicas pedagógicas implementadas nestes espaços. Esta última variável foi estudada em sentido comparativo relativamente ao estabelecido nas Salas de Aula Regulares (SAR). O estudo assenta no paradigma pragmático, é de natureza descritiva e segue uma abordagem metodológica mista. A recolha de dados ocorreu no ano letivo 2016/17, através de: i) aplicação de um questionário online para caracterização e seleção dos AEI implementados no contexto educativo nacional, ii) gravação em vídeo das aulas dinamizadas nos AEI e SAR; iii) registos em grelhas de observação; e iv) aplicação da métrica Linking Pedagogy, Technology and Space (LPTS). Num total de 12 gravações em vídeo, as aulas observadas em ambos os tipos de espaços envolveram 9 professores e 154 alunos do 3º ciclo do ensino básico português pertencentes a três escolas/agrupamentos de escolas. As conclusões do estudo apontam para o reconhecimento de que espaços inovadores de aprendizagem influenciam a adoção de atividades de aprendizagem mais diversificadas, promovem o desenvolvimento de competências de nível superior e potenciam o uso da tecnologia aí disponível. Verificou-se nas SAR a adoção de métodos de ensino mais transmissivos e centrados no professor, e nos AEI, a preconização de metodologias de ensino e de aprendizagem ativas e centradas nos alunos.
This research focus on the analysis of the educational activities developed in three Innovative Learning Environments (ILE) created in Portuguese public elementary and secondary schools, in order to produce relevant knowledge about their characteristics, underlying projects and the pedagogical dynamics implemented in these spaces. This last variable was studied in a comparative approach to the ones established in Regular Classrooms (RC). This study is based on the pragmatic paradigm, it adopts a descriptive nature and follows a mixed methodological approach. Data collection took place in 2016/17, through: i) application of an online questionnaire for the characterization and selection of ILE implemented in the educational context, ii) video recording of classes conducted in ILE and RC; iii) records made in observation grids; and iv) application of the Linking Pedagogy, Technology and Space (LPTS) metric. In a total of 12 video recordings, the classes observed in both types of spaces involved 9 teachers and 154 students from the 3rd cycle of the Portuguese basic education system belonging to three schools/schools clusters. This study's conclusions lead to the recognition that innovative learning spaces influences the adoption of more diversified learning activities, promotes the development of higher-order competences and the use of the technology available. The adoption of more transmissive and teacher-centered teaching methods was found in the RC, and in the ILE, the use of more active and student-centered teaching and learning methodologies.
This research focus on the analysis of the educational activities developed in three Innovative Learning Environments (ILE) created in Portuguese public elementary and secondary schools, in order to produce relevant knowledge about their characteristics, underlying projects and the pedagogical dynamics implemented in these spaces. This last variable was studied in a comparative approach to the ones established in Regular Classrooms (RC). This study is based on the pragmatic paradigm, it adopts a descriptive nature and follows a mixed methodological approach. Data collection took place in 2016/17, through: i) application of an online questionnaire for the characterization and selection of ILE implemented in the educational context, ii) video recording of classes conducted in ILE and RC; iii) records made in observation grids; and iv) application of the Linking Pedagogy, Technology and Space (LPTS) metric. In a total of 12 video recordings, the classes observed in both types of spaces involved 9 teachers and 154 students from the 3rd cycle of the Portuguese basic education system belonging to three schools/schools clusters. This study's conclusions lead to the recognition that innovative learning spaces influences the adoption of more diversified learning activities, promotes the development of higher-order competences and the use of the technology available. The adoption of more transmissive and teacher-centered teaching methods was found in the RC, and in the ILE, the use of more active and student-centered teaching and learning methodologies.
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Alunos Ambientes Educativos Inovadores atividades educativas espaço de sala de aula professores Classroom space educational activities Innovative Educational Environments students teachers