Reforço positivo e aprendizagem cooperativa : estratégias facilitadoras do sucesso de alunos desmotivados
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2013
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Percebendo o papel unificador da Arte, o presente relatório demonstra que a disciplina de Educação Visual poderá ser palco de grandes transformações transversais no ensino/aprendizagem, quando se persegue o objectivo de leccionar numa escola verdadeiramente inclusiva. A consciência de que se vive uma era em que a componente visual e a imagem pautam a sociedade actual, leva à necessidade de relevar e enaltecer o papel da Educação Visual, não só no domínio das artes plásticas mas também nas formas e manifestações artísticas contemporâneas. Promover e aplaudir o desempenho artístico dos alunos reforça a capacidade criativa e de expressão individual, tão importantes na formação pessoal a nível cognitivo, afectivo e comunicativo.
Este relatório demonstra a eficácia do reforço positivo e da aprendizagem cooperativa como estratégias para a inclusão de uma aluna brasileira, que se percebia estar desmotivada e excluída do grupo-turma.
A equação proposta e aplicada, no encalço da aceitação da ‘diferença’, pressupõe o entendimento prévio da realidade escolar, permeável à mudança mas ainda assim redutora, quando não são aplicadas estratégias específicas nesse intuito. Para o efeito, a dinâmica do professor enquanto indivíduo que dá o exemplo, aliada à implementação de tarefas específicas a realizar pelos alunos, permite alcançar resultados satisfatórios, quanto à motivação, potenciando desempenho generalizado por parte de todos os alunos, numa escola que inclui a diferença.
Como instrumentos, utilizámos a pesquisa documental e a observação naturalista.
A intervenção levada a cabo permitiu concluir que as estratégias adoptadas conduziram a bons resultados. A aluna, no final da intervenção, parecia incluída, aceitando bem os seus colegas e sendo bem aceite por eles.
Realizing the unifying role of the Arts, this report demonstrates that the discipline of Visual Education may be the stage of large transverse transformations in teaching / learning, when it pursues the aim to teach in a truly inclusive school. The awareness that we live in an era in which the visual component and image guides today's society, leads to the need to reveal and exalt the role of visual education, not only in the field of fine arts but also in contemporary artistic forms and manifestations. Promotion and applaud of the students artistic performance, enhances creative ability and individual expression, so important in the personal development of cognitive, affective and communicative skills. This report demonstrates the effectiveness of positive reinforcement and cooperative learning as strategies for the inclusion of a Brazilian student who was perceived to be unmotivated and excluded from the class group. The equation proposed and applied in pursuit of acceptance of 'difference', presupposes a prior understanding of real school, permeable to change but still simplistic when specific strategies are not applied in this order. For this purpose, the dynamics of the teacher as a subject who leads by example, coupled with the implementation of specific tasks to be undertaken by students, will achieve satisfactory results, as for motivation, enhancing performance generalized by all students in a school that includes difference. As instruments, we used documentary research and naturalistic observation. The intervention carried out concluded that the strategies adopted have led to good results. The student at the end of the intervention, seemed included, accepting her colleagues and being well accepted by them .
Realizing the unifying role of the Arts, this report demonstrates that the discipline of Visual Education may be the stage of large transverse transformations in teaching / learning, when it pursues the aim to teach in a truly inclusive school. The awareness that we live in an era in which the visual component and image guides today's society, leads to the need to reveal and exalt the role of visual education, not only in the field of fine arts but also in contemporary artistic forms and manifestations. Promotion and applaud of the students artistic performance, enhances creative ability and individual expression, so important in the personal development of cognitive, affective and communicative skills. This report demonstrates the effectiveness of positive reinforcement and cooperative learning as strategies for the inclusion of a Brazilian student who was perceived to be unmotivated and excluded from the class group. The equation proposed and applied in pursuit of acceptance of 'difference', presupposes a prior understanding of real school, permeable to change but still simplistic when specific strategies are not applied in this order. For this purpose, the dynamics of the teacher as a subject who leads by example, coupled with the implementation of specific tasks to be undertaken by students, will achieve satisfactory results, as for motivation, enhancing performance generalized by all students in a school that includes difference. As instruments, we used documentary research and naturalistic observation. The intervention carried out concluded that the strategies adopted have led to good results. The student at the end of the intervention, seemed included, accepting her colleagues and being well accepted by them .
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Orientação: Maria Odete Emygdio da Silva
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MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ENSINO DE ARTES VISUAIS, EDUCAÇÃO, ARTES VISUAIS, EDUCAÇÃO VISUAL, APRENDIZAGEM COOPERATIVA, VISUAL ARTS TEACHING, EDUCATION, VISUAL ARTS, VISUAL EDUCATION, COOPERATIVE LEARNING, ESTRATÉGIAS DE ENSINO, ESTRATÉGIAS DE APRENDIZAGEM, TEACHING STRATEGIES, LEARNING STRATEGIES