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Abstract(s)
Neste documento iremos evidenciar o que experienciamos no âmbito da realização da Prática de Ensino Supervisionada, nos contextos de intervenção pedagógica. A par da concretização, e reflexão, sobre as práticas, também nos preocupamos em estudar a importância da Aprendizagem Cooperativa (AC) no progresso de competências fundamentais para o desenvolvimento das crianças, como as que a seguir mencionamos. O interesse por investigar as próprias práticas, pautado pela importância da metodologia da AC, acontece por considerarmos que esta metodologia pode ajudar a superar a falta de estimulação para a aprendizagem, nomeadamente dos mais jovens, que, por vezes, se verifica com o uso de metodologias mais tradicionais, muito centradas no professor e, muitas vezes, excessivamente expositivas e transmissivas. De entre as muitas dimensões que a metodologia cooperativa pode abranger, como a dimensão cognitiva, a dimensão social e a dimensão emocional, centramo-nos, no entanto, apenas em alguns aspetos da dimensão social, “olhando” para competências cooperativas como ajudar os colegas, partilhar ideias e respeitar as regras. Definida a opção a seguir, emergiu a seguinte questão de investigação: Qual é a importância da Aprendizagem Cooperativa no desenvolvimento de competências sociais em crianças em contextos de intervenção pedagógica (Creche, de Educação Pré-escolar e do 1.º Ciclo do Ensino Básico)? Para dar resposta à questão delineamos os objetivos: a) implementar métodos diversificados de Aprendizagem Cooperativa, adequados ao nível etário das crianças; b) averiguar as competências sociais desenvolvidas pelas crianças; e c) relacionar a implementação de métodos de Aprendizagem Cooperativa com o desenvolvimento de competências sociais. Situamo-nos numa abordagem qualitativa, com recurso a dados recolhidos em conformidade com as técnicas e instrumentos de recolha de dados selecionados, em que, atendendo ao tipo de público-alvo, foram as notas de campo, a pesquisa documental e a autoavaliação do trabalho individual e de grupo. As experiências de ensino e aprendizagem descritas permitem mostrar as realidades vividas, bem como algumas das atividades utilizadas nos diversos contextos pelos quais passamos. A diversidade de trabalho realizado em contexto de Prática de Ensino Supervisionada permite-nos assinalar que a utilização da Aprendizagem Cooperativa promove progressos significativos no desenvolvimento de competências sociais como ajudar os colegas, partilhar ideias e respeitar regras, em crianças de diferentes idades correspondeste à Creche, à Educação Pré-Escolar e ao 1.º Ciclo do Ensino Básico.
In this document we will highlight what we experienced in carrying out Supervised Teaching Practice, in the contexts of pedagogical intervention, along with carrying out and reflecting on practices, we are also concerned with studying the importance of Cooperative Learning (CA) in the progress of fundamental skills for children’s development, such as those mentioned below. The interest in investigating one's own practices, guided by the importance of the CA methodology, happens because we consider that this methodology can help overcome the lack of stimulation for learning, particularly among younger people, which sometimes occurs with the use of more traditional methodologies, very teacher-centered and often excessively expository and transmissive. Among the many dimensions that the cooperative methodology can cover, such as the cognitive dimension, the social dimension and the emotional dimension, we focus, however, only on some aspects of the social dimension, “looking” at cooperative skills such as helping colleagues, sharing ideas and respect the rules. Once the option to follow was defined, the following research question emerged: What is the importance of cooperative learning in the development of social skills in children in educational intervention contexts (Daycare, Pre-school Education and 1st Cycle of Basic Education) ? To answer the question, we outline the objectives: a) implement diversified cooperative learning methods, appropriate to the children's age level; b) investigate the social skills developed by children; and c) relate the implementation of Cooperative Learning methods with the development of social skills. We use a qualitative approach, using data collected in accordance with the selected data collection techniques and instruments, in which, given the type of target audience, field notes, documentary research and self-assessment were used. individual and group work. The teaching and learning experiences described allow us to show the realities experienced, as well as some of the activities used in the different contexts we go through. The diversity of work carried out in the context of Supervised Teaching Practice allows us to point out that the use of Cooperative Learning promotes significant progress in the development of social skills such as helping colleagues, sharing ideas and respecting rules, in children of different ages. to Pre-School Education and the 1st Cycle of Elementary Education.
In this document we will highlight what we experienced in carrying out Supervised Teaching Practice, in the contexts of pedagogical intervention, along with carrying out and reflecting on practices, we are also concerned with studying the importance of Cooperative Learning (CA) in the progress of fundamental skills for children’s development, such as those mentioned below. The interest in investigating one's own practices, guided by the importance of the CA methodology, happens because we consider that this methodology can help overcome the lack of stimulation for learning, particularly among younger people, which sometimes occurs with the use of more traditional methodologies, very teacher-centered and often excessively expository and transmissive. Among the many dimensions that the cooperative methodology can cover, such as the cognitive dimension, the social dimension and the emotional dimension, we focus, however, only on some aspects of the social dimension, “looking” at cooperative skills such as helping colleagues, sharing ideas and respect the rules. Once the option to follow was defined, the following research question emerged: What is the importance of cooperative learning in the development of social skills in children in educational intervention contexts (Daycare, Pre-school Education and 1st Cycle of Basic Education) ? To answer the question, we outline the objectives: a) implement diversified cooperative learning methods, appropriate to the children's age level; b) investigate the social skills developed by children; and c) relate the implementation of Cooperative Learning methods with the development of social skills. We use a qualitative approach, using data collected in accordance with the selected data collection techniques and instruments, in which, given the type of target audience, field notes, documentary research and self-assessment were used. individual and group work. The teaching and learning experiences described allow us to show the realities experienced, as well as some of the activities used in the different contexts we go through. The diversity of work carried out in the context of Supervised Teaching Practice allows us to point out that the use of Cooperative Learning promotes significant progress in the development of social skills such as helping colleagues, sharing ideas and respecting rules, in children of different ages. to Pre-School Education and the 1st Cycle of Elementary Education.
Description
Keywords
Aprendizagem cooperativa Competências sociais Creche Educação Pré-Escolar 1.º Ciclo do Ensino Básico