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Diferenciação, integração e relevância curricular em Educação Pré-Escolar e 1º Ciclo do Ensino Básico : que desafios?
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Advisor(s)
Abstract(s)
O presente estudo visa compreender o reconhecimento da relevância atribuída ao currículo pelos alunos, no pressuposto de que este reconhecimento ocorre quando se convoca as experiências, realidades e vivências das crianças nas estratégias de ensino. Assim, procura-se combater a resistência de alguns alunos face à escola e ao currículo, ao promover aprendizagens mais relevantes e significativas. Dentro deste contexto, as práticas de diferenciação e integração curricular assumem particular relevância na adequação de processos de ensino, edificados a partir dos diferentes pontos de partida dos alunos, e oferecendo a possibilidade de as crianças participarem ativamente na construção dos seus conhecimentos.
Para o efeito, recorreu-se a uma investigação de natureza qualitativa, mobilizando técnicas de recolha de dados, designadamente observação direta, análise documental e entrevistas a crianças. Através da observação direta e da análise documental, procurou-se identificar se as educadoras/ professoras rentabilizavam os dados biográficos e as experiências das crianças/ alunos para a implementação de práticas com intencionalidade pedagógica.
Neste sentido, importou perceber se os alunos, no final do estágio, consideravam o currículo relevante e se reconheciam a relação entre o trabalho escolar e a vida extraescolar, tendo em conta as atividades dinamizadas ao longo dos estágios. A maioria das crianças fez esse reconhecimento, dando exemplos concretos de aprendizagens que consideraram importante realizar, embora responda que rentabiliza estas aprendizagens para o contexto escolar. As referências à vida extraescolar foram feitas em maior número pelas crianças do 1.º Ciclo de ambas as escolas onde decorreram os estágios. As crianças em idade pré-escolar que situaram as aprendizagens na sua vida fora da escola pertencem maioritariamente a uma escola na qual se desenvolve um projeto de inovação pedagógica.
ABSTRACT: This study intends to understand the recognition of the relevance assigned to the curriculum by the students, under the assumption that this recognition occurs when the children's life experiences and realities are called upon in the teaching and learning strategies. This way, it seeks to combat the resistance of some students to the school and the curriculum, by promoting more relevant and meaningful learning. In this context, the practice of curricular differentiation and integration assume particular relevance in the adequacy of teaching and learning procedures, based on the different starting points of the students, and offering the possibility for children to participate actively in the construction of their knowledge. For this purpose, a qualitative research was used, mobilizing data collection techniques, including direct observation, document analysis and interviews with children. Through direct observation and document analysis, we tried to identify whether the educators/teachers took advantage of the biographical data and the experiences of children/students to implement practice with pedagogical intentionality. In this sense, it was important to understand if the students, at the end of the internship, considered the curriculum relevant and recognized the relationship between school work and extracurricular life, taking into account the activities developed during the internships. Most of the children recognized the curriculum as relevant, giving concrete examples of learning that they considered important, although they answered that they make this learning profitable for the school context. The references to out-ofschool life were mostly made by the primary school children in both schools where the internships took place. The pre-school children who located the learning in their life outside school belong mostly to a school where a pedagogical innovation project is developed.
ABSTRACT: This study intends to understand the recognition of the relevance assigned to the curriculum by the students, under the assumption that this recognition occurs when the children's life experiences and realities are called upon in the teaching and learning strategies. This way, it seeks to combat the resistance of some students to the school and the curriculum, by promoting more relevant and meaningful learning. In this context, the practice of curricular differentiation and integration assume particular relevance in the adequacy of teaching and learning procedures, based on the different starting points of the students, and offering the possibility for children to participate actively in the construction of their knowledge. For this purpose, a qualitative research was used, mobilizing data collection techniques, including direct observation, document analysis and interviews with children. Through direct observation and document analysis, we tried to identify whether the educators/teachers took advantage of the biographical data and the experiences of children/students to implement practice with pedagogical intentionality. In this sense, it was important to understand if the students, at the end of the internship, considered the curriculum relevant and recognized the relationship between school work and extracurricular life, taking into account the activities developed during the internships. Most of the children recognized the curriculum as relevant, giving concrete examples of learning that they considered important, although they answered that they make this learning profitable for the school context. The references to out-ofschool life were mostly made by the primary school children in both schools where the internships took place. The pre-school children who located the learning in their life outside school belong mostly to a school where a pedagogical innovation project is developed.
Description
Mestrado (Relatório de Estágio), Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 31 de março de 2022, Universidade dos Açores.
Keywords
Currículo Criança Educação Pré-Escolar Ensino Básico (1.º Ciclo) Escola Inclusiva Relevância Curricular Curriculum Differentiation Curriculum Integration Curriculum Relevance Inclusive School Learning Experiences
Citation
Botelho, Mariana Medeiros (2022). "Diferenciação, integração e relevância curricular em Educação Pré-Escolar e 1º Ciclo do Ensino Básico", 111 p.. Mestrado (Relatório de Estágio) em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Ponta Delgada: Universidade dos Açores. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/6336>