O projeto aprender a crescer : desenvolvimento transdisciplinar da leitura em monodocência coadjuvada no 1.º CEB
Miniatura indisponível
Data
2016
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Na sociedade atual, a qualidade educativa e a formação para a cidadania constituem fatores de sucesso pessoal e profissional. O domínio da Língua Materna, nomeadamente o aperfeiçoamento de competências de leitura e escrita, desde os primeiros anos de escolaridade, é reconhecido como base da aquisição de conhecimentos curriculares e fator de inserção social. Nesta perspetiva, a escola confronta-se com o desafio da oferta de um ensino e aprendizagem com mais qualidade, tendo por base estratégias e atividades motivadoras, que promovam a literacia e aprendizagens significativas. Assim, o objetivo do estudo é averiguar até que ponto os alunos do 1.º CEB desenvolvem melhores competências transversais de Língua, relacionadas com a compreensão leitora, nas disciplinas de Português e Matemática, quando sujeitos ao Projeto Aprender a Crescer. Trata-se de um estudo de caso avaliativo, de natureza qualitativa, com fontes e instrumentos de recolha de dados qualitativos e quantitativos, centrado na planificação, concretização e avaliação de um Projeto, no 1º CEB, no contexto de um Agrupamento de escolas, do distrito do Porto. A recolha de dados, e posterior análise e triangulação de resultados, incluiu Portefólios dos discentes, Relatórios intermédio e final do Projeto, classificações finais dos alunos, entrevistas aos professores coadjuvantes da equipa do Projeto Aprender a Crescer, à Diretora e à Subdiretora do Agrupamento e, ainda, inquéritos por questionário aos alunos e aos docentes coadjuvados, os professores titulares de turma dos alunos participantes no Projeto. Os resultados evidenciam as potencialidades do Projeto, quer relativamente à melhoria de estratégias e competências de leitura dos alunos, quer quanto ao desenvolvimento do trabalho colaborativo entre docentes (monodocência coadjuvada), entre discentes (trabalho de grupo) e entre docentes e discentes (prática pedagógica em sala de aula). Na globalidade, o Projeto foi avaliado como muito positivo, pela maioria dos docentes. Desta forma, o estudo permitiu comprovar a eficácia do Projeto Aprender a Crescer, no que concerne à implementação de estratégias transversais de aperfeiçoamento da compreensão leitora e à melhoria dos resultados, nas disciplinas de Português e Matemática.
Nowadays, the educational quality and the training for the citizenship are factos of personal and professional success. The domain of the native language and the improving of Reading and writing skills from the early years of education are recognized as the base of acquisition of curricular knowledge and factor for social integration. In this perspective schools are confronted with the challenge to offer a process of learning education with more quality, offering new motivating activity strategies that promote the literacy and other significant learning. The aim of this study is to point out if the students of Primary School develop better transversal competencies of language (reading and understanding) in the subjects of Portuguese and Mathematics, while participating in the Project Learn to Grow. This is an evaluation case study of qualitative nature that collects qualitative and quantitative data centered in the planning, implementation and evaluation of a Project in a Primary School, in a settlement of schools of Oporto. The gathering of data and posterior analysis and triangulation of results, included the portfolios of students, the intermediate and final reports of the project, the final classifications of the students, interviews to the helping teachers of the team Project Learn to Grow, to the head master and the vice head master of the settlement of schools, inquiries to the students and the master teachers of each class participating in the project. The results show the project potentialities regarding the improvement of strategies and student reading skills and how much the development of the collaborative work between teachers (helped mono teaching), students (group work) and the cooperation between teachers and students (pedagogical practice in classroom). Overall the Project was evaluated as very positive by the large majority of teachers. In such a way, the study allowed to prove the effectiveness of the Project Learn to Grow, with the implementation of transversal strategies upgrading the reading + understanding also improving the results in the Portuguese and Mathematics subjects.
Nowadays, the educational quality and the training for the citizenship are factos of personal and professional success. The domain of the native language and the improving of Reading and writing skills from the early years of education are recognized as the base of acquisition of curricular knowledge and factor for social integration. In this perspective schools are confronted with the challenge to offer a process of learning education with more quality, offering new motivating activity strategies that promote the literacy and other significant learning. The aim of this study is to point out if the students of Primary School develop better transversal competencies of language (reading and understanding) in the subjects of Portuguese and Mathematics, while participating in the Project Learn to Grow. This is an evaluation case study of qualitative nature that collects qualitative and quantitative data centered in the planning, implementation and evaluation of a Project in a Primary School, in a settlement of schools of Oporto. The gathering of data and posterior analysis and triangulation of results, included the portfolios of students, the intermediate and final reports of the project, the final classifications of the students, interviews to the helping teachers of the team Project Learn to Grow, to the head master and the vice head master of the settlement of schools, inquiries to the students and the master teachers of each class participating in the project. The results show the project potentialities regarding the improvement of strategies and student reading skills and how much the development of the collaborative work between teachers (helped mono teaching), students (group work) and the cooperation between teachers and students (pedagogical practice in classroom). Overall the Project was evaluated as very positive by the large majority of teachers. In such a way, the study allowed to prove the effectiveness of the Project Learn to Grow, with the implementation of transversal strategies upgrading the reading + understanding also improving the results in the Portuguese and Mathematics subjects.
Descrição
Orientação: Maria de Nazaré Castro Coimbra ; co-orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, MODELOS DE ENSINO-APRENDIZAGEM, COMPREENSÃO DA LEITURA, PROJETOS EDUCATIVOS, ENSINO BÁSICO 1º CICLO, MONODOCÊNCIA COADJUVADA, ESTUDOS DE CASO, EDUCATION, TEACHING AND LEARNING MODELS, READING COMPREHENSION, EDUCATIONAL PROJECTS, PRIMARY EDUCATION, ASSISTED MONO-TEACHING, CASE STUDIES