Desafios da aprendizagem cooperativa : procurando ultrapassar as disfunções motoras
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2009
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O presente trabalho incidiu na temática da Educação Inclusiva numa perspectiva
de respeito da individualidade de cada um, resposta às necessidades educativas individuais
e socialização de aprendizagens, procurando ultrapassar as disfunções motoras da Joana
M., individualmente e na turma, através da aprendizagem cooperativa. Teve como alicerce
a investigação-acção, preconizando a mudança educativa, dinamizando diagnóstico,
planeamento, intervenção e avaliação. Depois de uma investigação teórica necessária à
sustentação da temática em questão, procedeu-se à recolha e análise de dados, utilizando a
pesquisa documental, a entrevista, a observação naturalista e a sociometria.
Da caracterização da turma, da aluna e dos contextos em que as mesmas se
inserem, partimos para uma intervenção estruturada, a longo e a curto prazo, numa
dinâmica de planificação/acção/reflexão, geradora de práticas educativas diferenciadas e
inclusivas.
Os resultados obtidos indicam-nos que a aluna está incluída na turma mantendo
um nível de interacção positivo com os colegas. Ao longo das sessões de trabalho, a turma
demonstrou-se cada vez mais predisposta e receptiva a actividades que envolvessem a sua
motricidade global, cooperando e interagindo harmoniosamente. As dificuldades reveladas
pela aluna “caso” ajudaram a evidenciar as de alguns dos seus pares, a serem trabalhadas
em conjunto, e de algum modo a serem superadas. A parceria com a professora titular de
turma revelou-se um bom momento de aprendizagem cooperativa e de socialização de
saberes.
The present dissertation fell upon the subject matter of Including Education under the perspective of respect for one’s individuality, filling the individuals’ educational needs and socialization of apprenticeship; we tried to overcome Joana M.’s motor dysfunctions, individually and in the group, through cooperative learning. The project had its foundation on the investigation-action model, under the perspective of educational change, dynamic diagnosis, planning, intervention and assessment. After a theoretical research, essential to the support of the subject matter in question, data collection and analysis was developed, by means of documental search, interview, naturalistic observation and sociometry. From the characterization of the class and the pupil as well as their context, we proceeded to a structured intervention in the short and long term in a dynamic planning/action/reflection way, generative of differentiated and including educational procedures. The obtained results indicate that the pupil is included in the class and she keeps a positive level of interaction with her classmates. During the work sessions, the group appeared increasingly predisposed and receptive to the activities involving global motor function, cooperating and interacting harmoniously. The difficulties shown by the pupil “case” helped to put on evidence some of her classmates own difficulties and these being also worked together and somehow transcended. The partnership with the group’s teacher was a good moment of cooperative learning and socialization of knowledge.
The present dissertation fell upon the subject matter of Including Education under the perspective of respect for one’s individuality, filling the individuals’ educational needs and socialization of apprenticeship; we tried to overcome Joana M.’s motor dysfunctions, individually and in the group, through cooperative learning. The project had its foundation on the investigation-action model, under the perspective of educational change, dynamic diagnosis, planning, intervention and assessment. After a theoretical research, essential to the support of the subject matter in question, data collection and analysis was developed, by means of documental search, interview, naturalistic observation and sociometry. From the characterization of the class and the pupil as well as their context, we proceeded to a structured intervention in the short and long term in a dynamic planning/action/reflection way, generative of differentiated and including educational procedures. The obtained results indicate that the pupil is included in the class and she keeps a positive level of interaction with her classmates. During the work sessions, the group appeared increasingly predisposed and receptive to the activities involving global motor function, cooperating and interacting harmoniously. The difficulties shown by the pupil “case” helped to put on evidence some of her classmates own difficulties and these being also worked together and somehow transcended. The partnership with the group’s teacher was a good moment of cooperative learning and socialization of knowledge.
Descrição
Orientação: Isabel Sanches
Palavras-chave
EDUCAÇÃO INCLUSIVA, APRENDIZAGEM COOPERATIVA, DESENVOLVIMENTO MOTOR, DESENVOLVIMENTO COGNITIVO, INCLUSIVE EDUCATION, COOPERATIVE LEARNING, MOTOR DEVELOPMENT, COGNITIVE DEVELOPMENT, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, EDUCAÇÃO ESPECIAL, SPECIAL EDUCATION