Loading...
Publication
A aprendizagem cooperativa em contexto de Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 837.85 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório foi elaborado como parte integrante das unidades curriculares de Estágio Pedagógico I e II do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico da Universidade dos Açores.
A temática deste trabalho diz respeito à Aprendizagem Cooperativa e surgiu da necessidade de se encontrar novas estratégias de educação que garantam o desenvolvimento integral da criança, procurando acompanhar e responder às exigências provenientes da evolução da sociedade. Neste sentido, procurou-se implementar, durante os dois estágios, atividades que promovessem a cooperação e o desenvolvimento de outras competências sociais nas crianças/alunos.
O objetivo de averiguar de que modo a metodologia cooperativa influencia a aprendizagem na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico foi o ponto de partida para a nossa investigação e para várias das práticas que desenvolvemos. Optamos por realizar um estudo de natureza mista: qualitativa e quantitativa, de forma a alcançarmos os objetivos propostos. A recolha de dados para a análise quantitativa teve por base um inquérito por questionário realizado a 31 pessoas, educadores e professores do 1.º Ciclo do EB. Os dados recolhidos foram tratados e analisados com recurso ao software SPSS. Relativamente à abordagem qualitativa, baseámo-nos na observação direta das práticas e realizamos duas entrevistas às cooperantes dos dois estágios, tendo procedido à análise de conteúdo dos dados recolhidos.
Este estudo e a recolha de evidências no decurso da nossa prática pedagógica permitiram concluir que a aprendizagem cooperativa contribui para o desenvolvimento de competências sociais, nomeadamente um maior envolvimento das crianças na realização dos trabalhos, a partilha de responsabilidades no trabalho, o desenvolvimento da autonomia e espírito crítico, e para a motivação dos alunos para a aprendizagem. Foi também possível verificar que existe algum grau de desconhecimento técnico entre docentes quanto a esta temática e que a aprendizagem cooperativa não ocupa um lugar central nas práticas educativas realizadas por muitos deles.
ABSTRACT: The following report was elaborated as an integral part of the Preschool Education Master and the Primary Teaching’s curricular units of the Pedagogical Internship from the Universidade dos Açores. The thematic of this work concerns on the Cooperative Learning. Therefore, new education strategies were needed, to guarantee the child’s integral development, in order to accompany and meet the requirements of society’s evolution. In this sense, activities that could promote the cooperation and the development of the child’s/student’s other social skills were sought to be implemented during the two internships. The purpose to find out in which way the cooperative methodology could influence the apprenticeship in the preschool education and in the Primary Education was the starting point of our investigation as well as for several practices that we developed. We chose to carry out a study of a mixed nature: qualitative and quantitative, in order to achieve the proposed objectives. The collection of data made for the quantitative analysis was based on a quiz survey performed on 31 people, educators and teachers from the Primary Education. The collected data was treated and analysed using the SPSS software. Regarding the qualitative approach, we based ourselves on the direct observation of the practices and we carried out two interviews to the collaborators of the two internships, having analysed the content of the collected data. During the course of this study and the gathering of evidence of our pedagogical practice, we were able to conclude that the cooperative learning contributes to the development of social skills, including a greater involvement of the children carrying out the tasks, sharing responsibilities on the given tasks, the development of autonomy and a sense of criticism, and to motivate the students to learn. It was also possible to verify that there is a certain degree of a technical unfamiliarity between teachers regarding this thematic and also that the cooperative learning does not occupy a central place in the educational practices carried out by many of them.
ABSTRACT: The following report was elaborated as an integral part of the Preschool Education Master and the Primary Teaching’s curricular units of the Pedagogical Internship from the Universidade dos Açores. The thematic of this work concerns on the Cooperative Learning. Therefore, new education strategies were needed, to guarantee the child’s integral development, in order to accompany and meet the requirements of society’s evolution. In this sense, activities that could promote the cooperation and the development of the child’s/student’s other social skills were sought to be implemented during the two internships. The purpose to find out in which way the cooperative methodology could influence the apprenticeship in the preschool education and in the Primary Education was the starting point of our investigation as well as for several practices that we developed. We chose to carry out a study of a mixed nature: qualitative and quantitative, in order to achieve the proposed objectives. The collection of data made for the quantitative analysis was based on a quiz survey performed on 31 people, educators and teachers from the Primary Education. The collected data was treated and analysed using the SPSS software. Regarding the qualitative approach, we based ourselves on the direct observation of the practices and we carried out two interviews to the collaborators of the two internships, having analysed the content of the collected data. During the course of this study and the gathering of evidence of our pedagogical practice, we were able to conclude that the cooperative learning contributes to the development of social skills, including a greater involvement of the children carrying out the tasks, sharing responsibilities on the given tasks, the development of autonomy and a sense of criticism, and to motivate the students to learn. It was also possible to verify that there is a certain degree of a technical unfamiliarity between teachers regarding this thematic and also that the cooperative learning does not occupy a central place in the educational practices carried out by many of them.
Description
Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 01 de fevereiro de 2018, Universidade dos Açores (Relatório de Estágio).
Keywords
Aprendizagem Cooperativa Educação Pré-Escolar Ensino Básico (1º Ciclo) Prática Pedagógica Cooperative Learning Preschool Education Primary Teaching
Citation
Sousa, Maria João Gomes. "A aprendizagem cooperativa em contexto de Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico". 2018. 121 p.. (Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico: Relatório de Estágio). Ponta Delgada: Universidade dos Açores, 2017. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/4651>.