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As conceções das crianças e dos docentes sobre o processo de aprendizagem e diferenciação pedagógica
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| 2.29 MB | Adobe PDF |
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Abstract(s)
Este relatório síntese de estágio surge no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, interligando as experiências vividas nos vários contextos de estágio e todo o desenvolvimento do percurso investigativo. A dimensão investigativa foca-se nas conceções das crianças e dos docentes sobre o processo de aprendizagem e diferenciação pedagógica. Este estudo permite compreender e aprofundar as caraterísticas de uma pedagogia diferenciada, com enfoque no sucesso da aprendizagem das crianças. Por meio de um estudo de caráter qualitativo, pretendeu-se conhecer as perspetivas dos participantes, nomeadamente de 4 alunos do 1º ano de escolaridade, 2 professoras de 1º CEB, 1 professora de educação especial e 2 educadoras de infância acerca da aprendizagem e da diferenciação pedagógica. Estas perspetivas foram recolhidas através da realização de entrevistas semiestruturadas, levando a verificar as conceções e formas de intervenção de cada docente e como é que implementam a diferenciação na sua prática perante a diversidade existente em sala de aula. Com este trabalho de pesquisa foi possível analisar e relacionar diferentes conceções acerca do conceito de diferenciação pedagógica, bem como um leque diversificado de estratégias adotadas pelos docentes. No caso das crianças, foram identificadas perspetivas muito singulares sobre a aprendizagem. A forma como o professor planeia e organiza as situações de aprendizagem determina, inevitavelmente, a aprendizagem, ou seja, se o docente conhecer o aluno, as suas potencialidades e dificuldades e desenvolver uma abordagem inclusiva, centrada nas suas necessidades específicas, implementando estratégias pedagógicas diferenciadas, o aluno irá certamente construir uma aprendizagem significativa.
This internship synthesis report arises within the scope of the master’s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, linking the experiences cultivated in the various internship contexts and the entire development of the investigative path. The investigative dimension focuses on the conceptions of children and teachers about the learning process and pedagogical differentiation. This study allows us to understand and deepen the characteristics of a differentiated pedagogy, focusing on the success of children's learning. By means of a qualitative study, the perspectives about learning and pedagogical differentiation of some participants was brought to light, namely 4 students from the first year of schooling, 2 teachers from the 1st CEB, 1 special education teacher and 2 kindergarten teachers. These perspectives were collected through semi-structured interviews, to check the conceptions and forms of intervention of each teacher and how they implement differentiation in their practice before a classroom with existing diversity. With this research it was possible to analyze and relate different conceptions about the concept of adaptive education, as well as a wide range of strategies adopted by teachers. In the case of children, unique perspectives on learning were identified. The way in which the teacher plans and organizes learning situations inevitably determines learning. In other words, if the teacher knows the student, his potential, and difficulties, developing an inclusive approach, centered on specific needs, implementing differentiated pedagogical strategies, it will lead to a meaningful learning by the student.
This internship synthesis report arises within the scope of the master’s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, linking the experiences cultivated in the various internship contexts and the entire development of the investigative path. The investigative dimension focuses on the conceptions of children and teachers about the learning process and pedagogical differentiation. This study allows us to understand and deepen the characteristics of a differentiated pedagogy, focusing on the success of children's learning. By means of a qualitative study, the perspectives about learning and pedagogical differentiation of some participants was brought to light, namely 4 students from the first year of schooling, 2 teachers from the 1st CEB, 1 special education teacher and 2 kindergarten teachers. These perspectives were collected through semi-structured interviews, to check the conceptions and forms of intervention of each teacher and how they implement differentiation in their practice before a classroom with existing diversity. With this research it was possible to analyze and relate different conceptions about the concept of adaptive education, as well as a wide range of strategies adopted by teachers. In the case of children, unique perspectives on learning were identified. The way in which the teacher plans and organizes learning situations inevitably determines learning. In other words, if the teacher knows the student, his potential, and difficulties, developing an inclusive approach, centered on specific needs, implementing differentiated pedagogical strategies, it will lead to a meaningful learning by the student.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
aprendizagem diferenciação pedagógica sucesso educativo learning pedagogical differentiation educational success