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A influência das expetativas na aprendizagem das crianças: a perspetiva dos/as educadores/as e professores/as do 1º Ciclo do Ensino Básico
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Abstract(s)
O presente relatório surge no âmbito do Mestrado em Educação Pré-Escolar e Ensino
do 1º Ciclo do Ensino Básico (CEB), realizado na Escola Superior de Educação de Santarém.
Este inicia-se com uma análise descritiva e reflexiva do percurso realizado nos estágios, em
contexto de Creche, Jardim de Infância e 1ºCEB. Prossegue com o exercício investigativo de
tipo qualitativo, através do qual se pretende conhecer as conceções sobre relação
pedagógica, clarificar a influência das expetativas dos docentes no processo de aprendizagem
das crianças, perceber como é que os profissionais gerem e comunicam as suas expetativas,
e identificar exemplos de situações onde as expetativas tenham condicionado a aprendizagem
das crianças. A recolha de dados foi realizada a partir de entrevistas semiestruturadas, a três
educadoras e a três professoras do 1ºCEB, e de uma análise documental, que me possibilitou
confrontar o discurso das entrevistadas com as opiniões dos autores estudados. Os principais
resultados mostram que todos os participantes valorizam a relação pedagógica e indicam
como fatores que a influenciam: condições institucionais, variáveis de natureza pessoal do
aluno e professor e a motivação do docente; alguns dos docentes consideram que as
expetativas positivas apresentam um efeito positivo e as expetativas negativas têm um efeito
negativo, enquanto que a outra parte refere que a influência das expetativas é apenas positiva,
uma vez que as expetativas dos professores, ainda que sejam importantes, não são
encaradas como limitadoras do processo de ensino e aprendizagem dos alunos.
The study emerged within the scope of the master's in Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico (CEB) done at Escola Superior de Educação de Santarém. It begins with a descriptive and reflective analysis of the internships made in nursery, kindergarten and primary school. It proceeds with a qualitative investigative exercise, in which it is intended to study the conceptions of pedagogical relationship, to clarify the influence of the teachers’ expectations in the childrens learning process, to understand how they are implemented by professionals in the management and communication of expectations and to identify examples of situations where as expectations had an influence on children's learning. The data collection was carried out based on the semi-structured interview of three educators and three teachers, and a document analysis, which made it possible to compare the interviewees' discourse with the research of other authors. The main results presented that: all participants value the pedagogical relationship and defined it as an interaction between the teacher and the child, but indicate different factors that a influence it: institutional conditions, variables of a personal nature of the students and teacher and the motivation of the teacher; part of the teachers considers that positive expectations have a positive effect and negative expectations have a negative effect, while the other part considers that effects of expectations is only positive, since the expectations of teachers, even though they are important, are not they are seen as limiting the students’ learning process.
The study emerged within the scope of the master's in Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico (CEB) done at Escola Superior de Educação de Santarém. It begins with a descriptive and reflective analysis of the internships made in nursery, kindergarten and primary school. It proceeds with a qualitative investigative exercise, in which it is intended to study the conceptions of pedagogical relationship, to clarify the influence of the teachers’ expectations in the childrens learning process, to understand how they are implemented by professionals in the management and communication of expectations and to identify examples of situations where as expectations had an influence on children's learning. The data collection was carried out based on the semi-structured interview of three educators and three teachers, and a document analysis, which made it possible to compare the interviewees' discourse with the research of other authors. The main results presented that: all participants value the pedagogical relationship and defined it as an interaction between the teacher and the child, but indicate different factors that a influence it: institutional conditions, variables of a personal nature of the students and teacher and the motivation of the teacher; part of the teachers considers that positive expectations have a positive effect and negative expectations have a negative effect, while the other part considers that effects of expectations is only positive, since the expectations of teachers, even though they are important, are not they are seen as limiting the students’ learning process.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
relação pedagógica expetativas aprendizagem motivação educação de infância 1º CEB pedagogical relationship expectations learning process motivation childhood education basic education