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Abstract(s)
Integrada no Mestrado de Ensino do 1.º e do 2.º Ciclo do Ensino Básico, a unidade curricular, Prática de Ensino Supervisionada, concedeu-nos o contacto com cinco contextos escolares distintos, o que nos outorgou a realização do presente trabalho. Descritivo, investigativo e reflexivo são os adjetivos que o caracterizam. Descritivo pois relata cinco das muitas experiências de ensino e aprendizagem preconizadas nos contextos referenciados e que visavam a consecução por parte dos alunos de aprendizagens significativas e de uma formação holística. Investigativo dado que implementamos nestes locais um processo de averiguação e de pesquisa sobre estratégias de ensino e aprendizagem que articulam a ação do docente e do aluno e que conduzem às suas aprendizagens. Por fim, reflexivo porque ao longo da prática educativa, bem como no momento de escrita deste trabalho questionamos e pesquisamos sobre vários aspetos.
Atendendo que cada contexto é único e especial, consideramos que a implementação de estratégias de ensino e aprendizagem diversificadas são de facto uma mais-valia para todos pois permitem ir ao encontro de cada um e variar o processo educativo. Deste modo, Quais as perceções dos alunos e professores sobre a utilização de estratégias de ensino e aprendizagem diversificadas? foi a questão-problema que norteou a nossa investigação.
De cariz misto e assente numa investigação-ação, recorremos ao inquérito por questionário, aplicado aos oitenta alunos; ao inquérito por entrevista, realizado aos seis professores cooperantes e ao par pedagógico; e às notas de campo, retiradas ao longo de oito meses, para responder aos propósitos investigacionais.
Após a análise estatística e de conteúdo dos dados quantitativos e qualitativos e da respetiva triangulação, emergiram resultados que nos possibilitam dar resposta à questão-problema mas, essencialmente, comprovar a necessidade de ser desenvolvido um processo de ensino e aprendizagem diversificado. Os alunos, o tempo, o programa e o conteúdo foram os aspetos que influenciam no momento de seleção das estratégias. O jogo evidenciou-se como a estratégia predileta dos alunos. Em relação às estratégias menos preferidas, a decisão não é unânime. Por último, os inquiridos afirmaram que com a aplicação de estratégias de ensino e aprendizagem diversificadas adquiriram novos conhecimentos.
Concluímos assim que existe a necessidade de aplicarmos estratégias diferenciadas para promovermos um processo educativo inovador e que vá ao encontro da especificidade de cada aluno.
Integrated in Teaching Master of 1st and 2nd cycle of basic education, the course, Supervised Teaching Practice, granted us contact with five different school contexts, which allowed us the achievement of this paper. Descriptive, investigative and reflective are the adjectives that characterize it. Descriptive as it reports for five of the many teaching and learning experiences recommended in the referenced contexts and aimed at the achievement by students in meaningful learning and a holistic training. Investigative because we have implemented a process of investigation and research on teaching and learning strategies that articulate the action between teacher and student and leading to their own learning. Finally, reflective as a result of the educational practice as well as at the time of writing this paper made us question and search about many aspects. Taking into account that each context is unique and special, we believe that the implementation of diversified teaching and learning strategies are indeed an asset for everyone, because they allow to meet each one and vary the educational process. Thus, What are the perceptions of students and teachers on the use of diverse teaching and learning strategies? It was the question-problem that guided our research. Mixed in nature and based on a research-action, we used the survey questionnaire, applied to 80 students; the interview survey, carried out at 6 cooperating teachers and the pedagogical pair; and field notes, taken over 8 months to respond to the investigational purposes. After statistical and content analysis of both quantitative and qualitative data and the respective triangulation, we obtained results that enable us to answer the question-problem but essentially demonstrated the need to be developed a diverse teaching and learning process. Students, time, program and content are the aspects that influence at the time of strategy selection. The game proved to be the preferred strategy of students. Regarding the less favorite strategies, the decision is not unanimous. Finally, the respondents said that with the application of diverse teaching and learning strategies they acquired new knowledge. We conclude, therefore that there is a apply differentiated strategies for us to promote an innovative educational process that meets the specific needs of each student.
Integrated in Teaching Master of 1st and 2nd cycle of basic education, the course, Supervised Teaching Practice, granted us contact with five different school contexts, which allowed us the achievement of this paper. Descriptive, investigative and reflective are the adjectives that characterize it. Descriptive as it reports for five of the many teaching and learning experiences recommended in the referenced contexts and aimed at the achievement by students in meaningful learning and a holistic training. Investigative because we have implemented a process of investigation and research on teaching and learning strategies that articulate the action between teacher and student and leading to their own learning. Finally, reflective as a result of the educational practice as well as at the time of writing this paper made us question and search about many aspects. Taking into account that each context is unique and special, we believe that the implementation of diversified teaching and learning strategies are indeed an asset for everyone, because they allow to meet each one and vary the educational process. Thus, What are the perceptions of students and teachers on the use of diverse teaching and learning strategies? It was the question-problem that guided our research. Mixed in nature and based on a research-action, we used the survey questionnaire, applied to 80 students; the interview survey, carried out at 6 cooperating teachers and the pedagogical pair; and field notes, taken over 8 months to respond to the investigational purposes. After statistical and content analysis of both quantitative and qualitative data and the respective triangulation, we obtained results that enable us to answer the question-problem but essentially demonstrated the need to be developed a diverse teaching and learning process. Students, time, program and content are the aspects that influence at the time of strategy selection. The game proved to be the preferred strategy of students. Regarding the less favorite strategies, the decision is not unanimous. Finally, the respondents said that with the application of diverse teaching and learning strategies they acquired new knowledge. We conclude, therefore that there is a apply differentiated strategies for us to promote an innovative educational process that meets the specific needs of each student.