Aprendizagem cooperativa como prática pedagógica inclusiva: aplicação do modelo Jigsaw numa turma do 2º ciclo
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2013
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Inúmeros estudos na área da educação têm apresentado a aprendizagem cooperativa como uma metodologia capaz de desenvolver nos alunos competências cognitivas e sociais. A aprendizagem processa-se em contexto de grupos de trabalho de constituição heterogénea onde os alunos aprendem uns com os outros, assumem a responsabilidade pela sua aprendizagem e pela dos outros, e contribuem para um objetivo comum, o sucesso do grupo. Os alunos vivem experiências de aprendizagem no seio da diversidade cognitiva, social, cultural, étnica, e aprendem a aceitar a diferença.
Ao depararmo-nos com um grupo turma com diferentes níveis de aprendizagem, problemáticas diversas e diferentes atitudes face à aprendizagem, implementámos a metodologia da aprendizagem cooperativa, como uma das formas de concretização de práticas de diferenciação pedagógica inclusiva. A intervenção decorreu durante os segundo e terceiro períodos do ano letivo de 2011/12, numa turma do 2º ciclo, onde se encontrava inserido um aluno com dificuldades de aprendizagem específicas - dislexia. Com o presente trabalho de projeto tivemos como objetivo principal alcançar o sucesso de todos os alunos, envolvendo-os e responsabilizando todos no processo de aprendizagem individual e dos pares. Proporcionámos situações de aprendizagem em ambiente de trabalho cooperativo, tutoria de pares, diferenciação de recursos e adequação de instrumentos de avaliação, para assim atendermos às necessidades educativas de cada um e promovermos uma efetiva inclusão escolar e social. Procurámos envolver na nossa intervenção os professores do conselho de turma e a família do aluno emergente.
A investigação seguiu a metodologia de investigação-ação e apoiou-se nas técnicas de pesquisa documental, entrevista, observação naturalista, sociometria e notas de campo. Ao longo da intervenção, elaborámos planos de aula e reflexões críticas semanais que nos possibilitaram um constante reajuste dos planos de trabalho e reflexão sobre as nossas práticas pedagógicas. Deste modo, alcançamos o sucesso académico dos alunos em geral e do aluno com dificuldades de aprendizagem específicas, em particular e sensibilizámos os elementos do conselho de turma para a aprendizagem cooperativa como uma metodologia promotora do sucesso académico e dos valores inclusivos.
Numerous studies in the field of education have shown cooperative learning as a methodology able to develop in students cognitive and social skills. Learning takes place in the context of working groups of heterogeneous constitution where students learn from each other, take responsibility for their learning and that of others, and contribute to a common goal, the success of the group. Students live learning experiences within the cognitive, social, cultural, ethnic, and learn to accept the difference. After facing with a group class with different levels of learning, different problems and different attitudes to learning, we have implemented the methodology of cooperative learning as one way of achieving inclusive pedagogical practices differentiation. The intervention took place during the second and third periods of the academic year 2011/12, a class of 2nd cycle, where a student was found inserted with learning disabilities – dyslexia In this design work we had as main objective to achieve success for all students by involving them and attributing them responsibility for the individual learning process and peers also. We have provided learning situations in collaborative work, peer tutoring, differentiation and resource adequacy assessment tools, so heed to the educational needs of each and we promote an effective school environment and social inclusion. We looked in our intervention to involve all teachers in the class council and the emerging student family. The investigation followed the methodology of action research and relied on the techniques of documentary research, interviews, naturalistic observation, sociometry and field notes. Throughout the intervention, we developed lesson plans and weekly critical reflections that provide us the possibility to readjust our work plans and to reflect on our teaching practices. Thought this way, we achieved the academic success of students in general and students with specific learning disabilities in particular and we draw attention to the elements of the class council for cooperative learning as a method of promoting academic success and inclusive values.
Numerous studies in the field of education have shown cooperative learning as a methodology able to develop in students cognitive and social skills. Learning takes place in the context of working groups of heterogeneous constitution where students learn from each other, take responsibility for their learning and that of others, and contribute to a common goal, the success of the group. Students live learning experiences within the cognitive, social, cultural, ethnic, and learn to accept the difference. After facing with a group class with different levels of learning, different problems and different attitudes to learning, we have implemented the methodology of cooperative learning as one way of achieving inclusive pedagogical practices differentiation. The intervention took place during the second and third periods of the academic year 2011/12, a class of 2nd cycle, where a student was found inserted with learning disabilities – dyslexia In this design work we had as main objective to achieve success for all students by involving them and attributing them responsibility for the individual learning process and peers also. We have provided learning situations in collaborative work, peer tutoring, differentiation and resource adequacy assessment tools, so heed to the educational needs of each and we promote an effective school environment and social inclusion. We looked in our intervention to involve all teachers in the class council and the emerging student family. The investigation followed the methodology of action research and relied on the techniques of documentary research, interviews, naturalistic observation, sociometry and field notes. Throughout the intervention, we developed lesson plans and weekly critical reflections that provide us the possibility to readjust our work plans and to reflect on our teaching practices. Thought this way, we achieved the academic success of students in general and students with specific learning disabilities in particular and we draw attention to the elements of the class council for cooperative learning as a method of promoting academic success and inclusive values.
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Orientação:
Isabel Rodrigues Sanches ; co-orientação: Cláudia Sofia Pais Tavares Ferreira Colaço
Palavras-chave
EDUCAÇÃO, EDUCAÇÃO INCLUSIVA, APRENDIZAGEM COOPERATIVA, COMPETÊNCIAS SOCIAIS, DIFICULDADES DE APRENDIZAGEM, EDUCATION, INCLUSIVE EDUCATION, COOPERATIVE LEARNING, SOCIAL SKILLS, LEARNING DISABILITIES, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR