A pedagogia do trabalho de projeto na promoção da autonomia e da criatividade : um estudo de caso
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2014
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Resultante da necessidade de entendimento, supervisão e melhoria da prática
educativa na escola atual, iniciámos um estudo científico segundo a metodologia de
investigação-ação, que nos permitisse compreender a realidade dos professores e alunos do
terceiro ciclo em duas disciplinas diferentes, uma mais teórica e outra mais prática.
Orientamos o nosso trabalho pelas seguintes questões de investigação: se as práticas
educativas utilizadas por aqueles professores promovem a aprendizagem significativa na sala de aula? Qual o tipo de prática que ainda vigora na escola atual e se esta pressupõe a
articulação de todos os intervenientes, assim como, se incorpora a aplicação da teoria e da prática, face aos desafios quotidianos?
Para responder às questões de investigação, foram observadas aulas de duas disciplinas distintas: português e educação visual, com recurso ao diário de bordo e registo de imagens. Seguidamente, recolheram-se dados através da aplicação de um questionário junto
dos professores que lecionaram as referidas disciplinas.
Verificámos que atualmente ainda vigora o método expositivo na sala de aula, embora conjugado com outras estratégias de aprendizagem significativa, mas que os professores não o fazem com o objetivo de haver repercussão por parte dos alunos no seu quotidiano. No entanto, na disciplina de português existe a possibilidade de aplicar a
metodologia de projeto em todas as suas fases, se houver supervisão e formação adequada
para que os docentes a apliquem conscientemente.
Resulting from the need for understanding, monitoring and improvement of educational practice in the current school, we initiated a scientific study using the methodology of action research, allowing us to understand the reality of teachers and students of the third cycle of basic education, in two dissimilar disciplines, one more theoretical and the other more practical. We guide our work by the following research issues: educational practices used by those teachers promote meaningful learning in the classroom? What type of practice that still exists in current school and if this requires the coordination of all stakeholders, as well as, if the application incorporates theory and practice, daily challenges? To answer the research questions, lessons were observed two distinct disciplines: Portuguese and Visual Education, using the logbook and record images. Subsequently, data collected through the application of a questionnaire among teachers who taught those subjects. We found that currently still the expositive method in the classroom, though in conjunction with other strategies for meaningful learning, but teachers don't do aiming to be rebounding by the students in their daily lives. However, in the discipline of Portuguese exists the possibility of applying the methodology of project in all its phases, if any supervision and adequate training for teachers to apply consciously.
Resulting from the need for understanding, monitoring and improvement of educational practice in the current school, we initiated a scientific study using the methodology of action research, allowing us to understand the reality of teachers and students of the third cycle of basic education, in two dissimilar disciplines, one more theoretical and the other more practical. We guide our work by the following research issues: educational practices used by those teachers promote meaningful learning in the classroom? What type of practice that still exists in current school and if this requires the coordination of all stakeholders, as well as, if the application incorporates theory and practice, daily challenges? To answer the research questions, lessons were observed two distinct disciplines: Portuguese and Visual Education, using the logbook and record images. Subsequently, data collected through the application of a questionnaire among teachers who taught those subjects. We found that currently still the expositive method in the classroom, though in conjunction with other strategies for meaningful learning, but teachers don't do aiming to be rebounding by the students in their daily lives. However, in the discipline of Portuguese exists the possibility of applying the methodology of project in all its phases, if any supervision and adequate training for teachers to apply consciously.
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Orientação: Ana Paula Silva
Palavras-chave
EDUCAÇÃO, EDUCATION, PRÁTICAS EDUCATIVAS, EDUCATIONAL PRACTICES, APRENDIZAGEM, LEARNING, PEDAGOGIA, PEDAGOGY, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES