Pontes entre nós : a articulação docente no 1º CEB : um contributo para a aprendizagem
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2012
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Este trabalho de investigação centra-se num projeto de articulação curricular no 1º CEB, nomeadamente o trabalho supervisivo desenvolvido pelo Professor Titular de Turma (PTT) e Professores das Atividades de Enriquecimento Curricular (PAEC). Com base na pergunta de partida “De que forma a prática pedagógica articulada e supervisionada entre o Professor Titular de Turma e os Professores das Atividades de Enriquecimento Curricular contribui para a melhoria das aprendizagens dos alunos do 1º CEB?” pretende-se compreender de que modo a colaboração entre docentes pode concorrer para o desenvolvimento da articulação curricular potenciando o sucesso escolar.
Empiricamente foram interligados conceitos como aprendizagem, currículo e articulação curricular, supervisão pedagógica, cultura docente, escola a tempo inteiro, pedagogia de projeto apoiado em autores como Alarcão (2002), Cosme & Trindade (2007), Dewey (1959), Fullan & Hargreaves (2001), Leite (2003), Morgado (2005), Roldão (2009).
A metodologia mista da presente investigação combina o método qualitativo e quantitativo na recolha de informação: análise de documentos, entrevista, inquéritos aos professores.
O caso em estudo realiza-se no cenário profissional da investigadora, num Agrupamento de Escolas de Matosinhos, durante 2010/11. Compararam-se os resultados escolares de três turmas, do 2º ano de escolaridade: uma onde o projeto Navegar na Leitura d’A Menina do Mar foi mais relevante e duas onde esse não foi implementado com a mesma dimensão.
Comparando dados concluiu-se que houve uma melhoria nos resultados escolares dos alunos da turma em estudo. Estes revelaram pontuações mais altas, em todas as áreas curriculares, com relevo na área de português, evidenciando-se na compreensão de textos e na aquisição de estratégias de pesquisa e de escrita. Em suma, a transversalidade da língua materna estende-se à melhoria de resultados escolares nas restantes áreas do conhecimento. O trabalho colaborativo foi a ponte necessária ao sucesso da aprendizagem.
This research focuses on a curricular articulation project for primary schools, namely the supervisory work developed by the Head Teacher (HT) and the Teachers of Curriculum Enrichment Activities (TCEA). Based on the initial question “How does the articulated and supervised teaching practise between the Head Teacher and the Teachers of Curriculum Enrichment Activities contribute to the improvement of primary school student learning?” we aim to understand how the collaboration amongst teachers can contribute to the development of of curricular articulation pratices and the promotion of school success. Concepts such as learning, curriculum and joint curriculum, pedagogical supervision, teaching culture, full time schooling, teaching projects supported by authors such as Alarcão (2002), Cosme & Trindade (2007), Dewey (1959), Fullan & Hargreaves (2001), Leite (2003), Morgado (2005), Roldão (2009) are empirically interrelated. This research combines a mixed methodology of qualitative and quantitative methods for collecting information: document analysis, interviews, and questionnaires for teachers. The case study takes place in the researcher’s work place, within a group of schools in Matosinhos during the 2010 / 2011 school year. The school results of 3 classes of the 2nd year were compared: One where the project Navigating in the Reading of the Girl of the Sea was more relevant and two where the work was not implemented with the same dimension. The results of the study show that there was an improvement in the educational achievement of the students in the study group. They obtained higher marks in all curriculum areas, with emphasis in Portuguese, this highlighted in the understanding of texts and the acquisition of research strategies and writing. In summary, the transversality of the mother tongue extends to improving school results in other areas of knowledge. The collaborative work was a necessary bridge to a successful learning.
This research focuses on a curricular articulation project for primary schools, namely the supervisory work developed by the Head Teacher (HT) and the Teachers of Curriculum Enrichment Activities (TCEA). Based on the initial question “How does the articulated and supervised teaching practise between the Head Teacher and the Teachers of Curriculum Enrichment Activities contribute to the improvement of primary school student learning?” we aim to understand how the collaboration amongst teachers can contribute to the development of of curricular articulation pratices and the promotion of school success. Concepts such as learning, curriculum and joint curriculum, pedagogical supervision, teaching culture, full time schooling, teaching projects supported by authors such as Alarcão (2002), Cosme & Trindade (2007), Dewey (1959), Fullan & Hargreaves (2001), Leite (2003), Morgado (2005), Roldão (2009) are empirically interrelated. This research combines a mixed methodology of qualitative and quantitative methods for collecting information: document analysis, interviews, and questionnaires for teachers. The case study takes place in the researcher’s work place, within a group of schools in Matosinhos during the 2010 / 2011 school year. The school results of 3 classes of the 2nd year were compared: One where the project Navigating in the Reading of the Girl of the Sea was more relevant and two where the work was not implemented with the same dimension. The results of the study show that there was an improvement in the educational achievement of the students in the study group. They obtained higher marks in all curriculum areas, with emphasis in Portuguese, this highlighted in the understanding of texts and the acquisition of research strategies and writing. In summary, the transversality of the mother tongue extends to improving school results in other areas of knowledge. The collaborative work was a necessary bridge to a successful learning.
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Orientação: Ariana Cosme
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EDUCAÇÃO, EDUCATION, ORGANIZAÇÃO ESCOLAR, SCHOOL ORGANIZATION, GESTÃO ESCOLAR, SCHOOL MANAGEMENT, APRENDIZAGEM, LEARNING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO