Desafios da aprendizagem cooperativa no ensino secundário
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Data
2010
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Este trabalho de investigação-acção tem como principal objectivo desenvolver competências de aprendizagem cooperativa a nível dos alunos e dos professores de forma a permitir uma prática reflexiva, colaborativa e diferenciada de modo a poderem tomar decisões e dirigirem um processo de ensino flexível e adaptado às dificuldades de aprendizagem diagnosticadas e a situações concretas na sala de aula. Este trabalho pretende focar a ideia de que ser professor passa necessariamente, por saber ensinar e saber ensinar implica um agir e um interagir específico e ser aluno por aprender a saber-ser e a saber-fazer, visto que a escola é um lugar de aprendizagem social essencial para agir, escolher e reflectir.
Em termos de metodologia, utilizámos as seguintes técnicas: a pesquisa documental, a entrevista semi-directiva, a observação naturalista não participante e a sociometria. Foram entrevistadas a professora de Português e a directora de turma de uma turma do 11º ano do Ensino Secundário que inclui uma aluna considerada com necessidades educativas especiais, foram observadas uma aula de História e uma aula de Português e foi aplicado o teste sociométrico aos 24 alunos deste grupo/turma.
A informação resultante da análise dos dados serviu de base ao diagnóstico da situação e de ponto de partida para a planificação da intervenção, no sentido de superar as práticas tradicionais, isto é “ensinar a todos como se fossem um”, adoptando a pedagogia diferenciada inclusiva e a aprendizagem cooperativa como resposta pertinente às exigências de uma escola de todos, com todos e para todos.
Confirmámos que a gestão das diferenças passou pela mudança da perspectiva vertical do ensino-aprendizagem para a perspectiva horizontal, numa gestão cooperativa da sala de aula. A monotonia do modelo transmissivo passou por dar lugar à diversidade metodológica, por permitir atender os diferentes estilos e ritmos de aprendizagem dos alunos e melhorar as competências do professor na orientação da heterogeneidade do grupo.
The main objective of this piece of research/action is to develop cooperative learning skills, for students and teachers, enabling the latter to consider a reflective, collaborative and differentiated practice in their teaching, so that they can make decisions and take a flexible approach to the learning process, one which is properly and thoroughly adapted to the difficulties of the learning disorders that were diagnosed in students with learning disabilities within the classroom. This project focuses on the idea that being a teacher means being able to teach; and “knowing how to teach”, implies acting and interacting with students, whereas being a student implies learning the “know how to be” and the “know how to act”, hence the school is a place of social learning essential to act, choose and reflect. In terms of methodology, we have used techniques such as: document research, semi-directive interview, non-participant naturalistic observation and sociometry. We have interviewed a Portuguese Language teacher and the Class director of an 11th grade group in the secondary level. In this class, where a student who was considered to have special educational needs had been included, we also observed a History lesson and a Portuguese lesson and a sociometric test was handed out to the 24 students of this group / class. This information formed the basis for the diagnosis of the situation and it was the starting point for planning the intervention of overcoming traditional teaching practices, i.e. "teach everyone as if they were one" by adopting an inclusive and differentiated pedagogy like cooperative learning, with a pertinent response to the demands of a school of everyone, with everyone and for everyone. We confirmed that the management of differences had gone through changing from a vertical perspective of teaching and learning to a horizontal one, by adopting a cooperative style of management in the classroom. The monotony of the transmission model gave rise to methodological diversity, by allowing it to suit the different styles and rhythms of student learning and by improving teacher competencies, in the orientation of the heterogeneous group.
The main objective of this piece of research/action is to develop cooperative learning skills, for students and teachers, enabling the latter to consider a reflective, collaborative and differentiated practice in their teaching, so that they can make decisions and take a flexible approach to the learning process, one which is properly and thoroughly adapted to the difficulties of the learning disorders that were diagnosed in students with learning disabilities within the classroom. This project focuses on the idea that being a teacher means being able to teach; and “knowing how to teach”, implies acting and interacting with students, whereas being a student implies learning the “know how to be” and the “know how to act”, hence the school is a place of social learning essential to act, choose and reflect. In terms of methodology, we have used techniques such as: document research, semi-directive interview, non-participant naturalistic observation and sociometry. We have interviewed a Portuguese Language teacher and the Class director of an 11th grade group in the secondary level. In this class, where a student who was considered to have special educational needs had been included, we also observed a History lesson and a Portuguese lesson and a sociometric test was handed out to the 24 students of this group / class. This information formed the basis for the diagnosis of the situation and it was the starting point for planning the intervention of overcoming traditional teaching practices, i.e. "teach everyone as if they were one" by adopting an inclusive and differentiated pedagogy like cooperative learning, with a pertinent response to the demands of a school of everyone, with everyone and for everyone. We confirmed that the management of differences had gone through changing from a vertical perspective of teaching and learning to a horizontal one, by adopting a cooperative style of management in the classroom. The monotony of the transmission model gave rise to methodological diversity, by allowing it to suit the different styles and rhythms of student learning and by improving teacher competencies, in the orientation of the heterogeneous group.
Descrição
Orientação: Isabel Rodrigues Sanches da Fonseca
Palavras-chave
INCLUSÃO ESCOLAR, NECESSIDADES EDUCATIVAS ESPECIAIS, SCHOOL INCLUSION, SPECIAL EDUCATIONAL NEEDS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, APRENDIZAGEM COOPERATIVA, COOPERATIVE LEARNING, ENSINO SECUNDÁRIO, SECONDARY EDUCATION, INVESTIGAÇÃO-AÇÃO, ACTION RESEARCH, DIFERENCIAÇÃO PEDAGÓGICA, PEDAGOGICAL DIFFERENTIATION