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O estudo que se apresenta teve como foco investigacional a Aprendizagem Cooperativa (AC), enquanto dinâmica de trabalho potenciadora do desenvolvimento de competências sociais, e desenrolou-se no âmbito da Unidade Curricular da Prática de Ensino Supervisionada (PES), integrada no Mestrado em Educação Pré-Escolar (EPE) e Ensino do 1.º Ciclo do Ensino Básico (1.º CEB) da Escola Superior de Educação do Instituto Politécnico de Bragança. O principal objetivo deste relatório será, assim, dar conta da ação desenvolvida ao longo da PES, que ocorreu em três contextos educativos diferentes, Creche, Jardim de Infância e 1.º CEB, bem como da reflexão que originou. O interesse pela investigação do tema surge enquadrado num paradigma de inovação pedagógica, em que se defende uma escola voltada para a formação integral do aluno, que para além do enfoque nas matérias curriculares, eduque para atitudes e valores de cidadania e contribua para o desenvolvimento dos alunos. Nesse sentido, tivemos a preocupação de promover práticas educacionais que trabalhassem competências várias, não só do campo cognitivo, mas também do campo social. Para o efeito, foram implementados, entre outros, jogos cooperativos e diferentes métodos de Aprendizagem Cooperativa: Graffiti Cooperativo, Jigsaw, Pensar -Formar Pares- Partilhar e Controvérsia Académica. Optámos por direcionar o nosso estudo para as competências sociais porque consideramos que o seu desenvolvimento, desde cedo, nas crianças, pode ser potenciador de outras competências, nomeadamente, as cognitivas. Procuramos responder à seguinte questão-problema: Qual é o impacto da Aprendizagem Cooperativa na promoção de competências sociais nas crianças em contexto de Creche, Educação Pré-Escolar e 1.º Ciclo do Ensino Básico? Para dar resposta a esta questão, delinearam-se como principais objetivos de investigação: (i) Promover experiências de Aprendizagem Cooperativa que permitam fomentar o desenvolvimento de competências sociais nas crianças; (ii) Criar hábitos de trabalho cooperativo nas crianças; (iii) Perceber quais as competências sociais mais evidentes que a Aprendizagem Cooperativa permite potenciar nas crianças e (iv) Apurar as potencialidades e os constrangimentos da Aprendizagem Cooperativa. O estudo pauta-se por uma abordagem qualitativa, em que foram utilizados como principais técnicas e instrumentos de recolha de dados a observação participante, as notas de campo, as grelhas de observação, as questões de opinião final e o registo fotográfico. Os dados obtidos permitem concluir que a AC desenvolve nos alunos competências sociais variadas, nomeadamente, respeitar as regras, espera pela sua vez para falar, participar ativamente na realização das tarefas e negociar com todos os elementos do grupo, para além de contribuir para aumentar a motivação para a aprendizagem.
The study presented here had an investigational focus for Cooperative Learning, while enhancing work dynamics of development of social skills and was developed within the Curricular Unit of the Supervised Teaching Practice, integrated in the Master in Pre-School Education (EPE) and Teaching of the 1st Cycle of Basic Education (1st CEB) of the Escola Superior de Educação of the Polytechnic Institute of Bragança. The main objective of this report will be to show the action developed over the Supervised Teaching Practice, that takes place in three different educational contexts, Nursery, Kindergarten and 1st CEB, as well as the reflection that it originated.The interest in the investigation of the theme appears framed in a paradigm of pedagogical innovation in which a school dedicated to the integral formation of the student is advocated, which in addition to the teaching of curriculum subjects, the education of citizenship values and contribute to student development. In this sense, we promote educational practices that work with various skills, not only in the cognitive field but also in the social field. For this purpose we incorporated and implemented: cooperative games, and different methods of Cooperative Graffiti, Jigsaw, Thinking - Forming - Pairs - Sharing and Academic Controversy. We chose to direct our study towards social skills because we believe that their development, from an early age, in children, can be the enhancer of other competences, namely, cognitive ones. We try to answer the problem issue: What is the impact of cooperative learning in promoting social skills in children in the context of Day Care, Pre-School Education and 1st Cycle of Basic Education? To answer this question we outline these main objectives: (i) Promote experiences of Cooperative Learning that foster the development of social skills in children; (ii) Create cooperative work habits for children; (iii) Understand which are the most evident social skills that Cooperative Learning allows to enhance in children and (iv) Ascertain the potentials and constraints of Cooperative Learning. Our study is guided by a qualitative approach and participant observation used as the main techniques and data instruments, field notes, observation grids, matters of final opinion and the photographic register. The obtained data allow to conclude that the AC develops in the students varied social competences, namely, respect the rules, wait for your turn to speak, actively participate in the accomplishment of the tasks and negotiate with all the elements of the group, besides contributing to increase the motivation for learning.
The study presented here had an investigational focus for Cooperative Learning, while enhancing work dynamics of development of social skills and was developed within the Curricular Unit of the Supervised Teaching Practice, integrated in the Master in Pre-School Education (EPE) and Teaching of the 1st Cycle of Basic Education (1st CEB) of the Escola Superior de Educação of the Polytechnic Institute of Bragança. The main objective of this report will be to show the action developed over the Supervised Teaching Practice, that takes place in three different educational contexts, Nursery, Kindergarten and 1st CEB, as well as the reflection that it originated.The interest in the investigation of the theme appears framed in a paradigm of pedagogical innovation in which a school dedicated to the integral formation of the student is advocated, which in addition to the teaching of curriculum subjects, the education of citizenship values and contribute to student development. In this sense, we promote educational practices that work with various skills, not only in the cognitive field but also in the social field. For this purpose we incorporated and implemented: cooperative games, and different methods of Cooperative Graffiti, Jigsaw, Thinking - Forming - Pairs - Sharing and Academic Controversy. We chose to direct our study towards social skills because we believe that their development, from an early age, in children, can be the enhancer of other competences, namely, cognitive ones. We try to answer the problem issue: What is the impact of cooperative learning in promoting social skills in children in the context of Day Care, Pre-School Education and 1st Cycle of Basic Education? To answer this question we outline these main objectives: (i) Promote experiences of Cooperative Learning that foster the development of social skills in children; (ii) Create cooperative work habits for children; (iii) Understand which are the most evident social skills that Cooperative Learning allows to enhance in children and (iv) Ascertain the potentials and constraints of Cooperative Learning. Our study is guided by a qualitative approach and participant observation used as the main techniques and data instruments, field notes, observation grids, matters of final opinion and the photographic register. The obtained data allow to conclude that the AC develops in the students varied social competences, namely, respect the rules, wait for your turn to speak, actively participate in the accomplishment of the tasks and negotiate with all the elements of the group, besides contributing to increase the motivation for learning.
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Keywords
Aprendizagem cooperativa Competências sociais Inovação pedagógica Jogos cooperativos Métodos de aprendizagem cooperativa Educação Pré-Escolar