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Inquiry-based learning (IBL) : uma realidade para professores dos anos iniciais do ensino fundamental
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Orientador(es)
Resumo(s)
Diante o recorrente discurso sobre a necessidade de inovar em educação, a dissertação
Inquiry-Based Learning (IBL): uma realidade para professores dos Anos Iniciais do Ensino
Fundamental, apresenta a Inquiry-Based Learning (Aprendizagem Baseada na Investigação)
como uma abordagem educacional promissora e uma realidade para a instituição de ensino
particular brasileira localizada na Região Sul do país, identificada neste trabalho como PIS. O
objetivo principal deste estudo é investigar e analisar a Inquiry-Based Learning no contexto
educacional da PIS. Mais especificamente, compreender as correntes e teorias pedagógicas
que embasam a IBL, identificar suas principais características, possibilidades e desafios
dentro do contexto escolar da instituição brasileira e entender como professores dessa mesma
instituição se apropriam da IBL ao longo do ano letivo, de forma a motivar e envolver seus
alunos no processo de ensino e aprendizado, promovendo o protagonismo discente por meio
da investigação sobre os mais variados temas e da elaboração de perguntas de alto nível. O
trabalho foi organizado em três capítulos: (1) IBL - Fundamentação e Influências; (2) IBL -
Principais Características no Contexto Brasileiro e (3) IBL - Uma Realidade. A metodologia
adotada para o desenvolvimento deste trabalho foi a qualitativa devido sua capacidade de
capturar em profundidade as experiências e percepções dos envolvidos. A coleta de dados foi
realizada por meio da observação não participante, onde várias turmas dos Anos Iniciais do
Ensino Fundamental da PIS e áreas comuns como a biblioteca, o laboratório de ciências, o
parquinho e o refeitório foram observadas; por meio de entrevistas semiestruturadas com duas
professoras de diferentes turmas e anos de ensino do Ensino Fundamental da PIS e com a
coordenadora pedagógica da Educação Infantil e Anos Iniciais do Ensino Fundamental da PIS
e por meio da análise de documentos específicos da instituição. Ao final, espera-se que mais
educadores se encantem com a IBL e considerem sua implementação como grande aliada de
uma educação de qualidade.
Given the recurring discourse about the need to innovate in education, the dissertation Inquiry-Based Learning (IBL): a reality for teachers in the Early Years of Elementary School, presents Inquiry-Based Learning as a promising educational approach and a reality for the Brazilian private educational institution located in the Southern Region of the country, identified in this work as PIS. The main objective of this study is to investigate and analyze Inquiry-Based Learning in the educational context of PIS. More specifically, understand the pedagogical theories that underlie IBL, identify its main characteristics, possibilities and challenges within the school context of the Brazilian institution and understand how teachers from that same institution appropriate IBL throughout the academic year, in order to motivate and involve their students in the teaching and learning process, promoting student protagonism through investigation and the elaboration of high-level questions. The work is organized into three chapters: (1) IBL - Foundation and Influences; (2) IBL - Main Characteristics in the Brazilian Context and (3) IBL - A Reality. The methodology adopted to develop this work was qualitative due to its ability to capture in depth the experiences and perceptions of those involved. Data collection was carried out through non-participant observation, where several classes and common areas such as the library, science laboratory, playground and cafeteria were observed; through semi-structured interviews with two teachers from different classes and years of teaching in Elementary Education at PIS and with the pedagogical coordinator of Early Childhood Education and Early Years in Elementary Education at PIS and through the analysis of specific documents from the institution. In the end, it is hoped that more educators will become enchanted with IBL and consider its implementation as a great ally of quality education.
Given the recurring discourse about the need to innovate in education, the dissertation Inquiry-Based Learning (IBL): a reality for teachers in the Early Years of Elementary School, presents Inquiry-Based Learning as a promising educational approach and a reality for the Brazilian private educational institution located in the Southern Region of the country, identified in this work as PIS. The main objective of this study is to investigate and analyze Inquiry-Based Learning in the educational context of PIS. More specifically, understand the pedagogical theories that underlie IBL, identify its main characteristics, possibilities and challenges within the school context of the Brazilian institution and understand how teachers from that same institution appropriate IBL throughout the academic year, in order to motivate and involve their students in the teaching and learning process, promoting student protagonism through investigation and the elaboration of high-level questions. The work is organized into three chapters: (1) IBL - Foundation and Influences; (2) IBL - Main Characteristics in the Brazilian Context and (3) IBL - A Reality. The methodology adopted to develop this work was qualitative due to its ability to capture in depth the experiences and perceptions of those involved. Data collection was carried out through non-participant observation, where several classes and common areas such as the library, science laboratory, playground and cafeteria were observed; through semi-structured interviews with two teachers from different classes and years of teaching in Elementary Education at PIS and with the pedagogical coordinator of Early Childhood Education and Early Years in Elementary Education at PIS and through the analysis of specific documents from the institution. In the end, it is hoped that more educators will become enchanted with IBL and consider its implementation as a great ally of quality education.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Inovação em Educação), Universidade de Lisboa, Instituto de Educação, 2023
Palavras-chave
Inovação Participação dos alunos Aprendizagem baseada em investigação Brasil Dissertações de mestrado - 2023