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Advisor(s)
Abstract(s)
O presente estudo teve como finalidade avaliar a implementação da estratégia de tutoria
de pares (TP), em sala de aula, na construção de textos narrativos, em alunos com e sem
Necessidades Adicionais de Suporte (NAS).
Foi realizado com um grupo de 24 alunos do 4º ano de escolaridade, numa instituição do
Porto, Portugal.
Desenvolveram-se oito intervenções, sendo a primeira o pré-teste (texto escrito sem a
estratégia de TP), a segunda a apresentação da TP e as restantes de implementação da estratégia
(intervenção I e II e pós-teste). Os alunos foram agrupados em pares e ambos tiveram os papéis
de tutor e de tutorado.
As questões que orientaram o estudo foram: Em contexto de sala de aula, a estratégia de
tutoria de pares melhora a escrita de textos narrativos?, A estratégia de tutoria de pares promove
a inclusão? e A estratégia de tutoria de pares é um instrumento exequível em sala de aula?
Os resultados demonstraram que a estratégia é motivadora para os alunos e promove
interações positivas entre eles. O aluno Alvo (com NAS) obteve resultados positivos tanto na
melhoria da escrita de textos como no aumento do sentido de pertença às atividades da turma.
Para além disso, a estratégia mostrou-se exequível em contexto escolar.
Compreendemos que as sessões foram escassas para aferir se a estratégia de TP foi eficaz
na consistente melhoria da escrita de textos.
Torna-se, por isso, importante que mais estudos se realizem neste domínio em Portugal,
de modo a consolidar as conclusões desta estratégia.
The aim of the present study was to assess the implementation of the peer tutoring (PT) strategy on the construction of narrative texts, in a classroom environment with students with and without Additional Needs of Support (ANS). It was conducted in a private school in Porto, Portugal, with a group of 24, 4th grade students. Eight interventions were conducted. The first one was the pretest (text written without PT strategy) and the second was the PT strategy presentation. The remaining ones consisted in the implementation of the strategy (intervention I and II and post-test). Students worked in pairs and both took the role of tutor and tutee The research questions were: In the classroom context, does peer tutoring strategy improve the writing of narrative texts?; Does the peer tutoring strategy promote inclusion?; Is peer tutoring strategy feasible inside a classroom? Results showed that the strategy motivates and promotes positive interaction between students. The target student (with ANS) achieved positive results concerning both improvements in writing skills, and an increased sense of belonging to class activities. In addition, the PT strategy proved to be feasible in a school context. We acknowledge that the number of sessions was limited to confirm if peer tutoring strategy is efficient to improve the production of written texts. Therefore, it is important to continue studying this domain, in Portugal, in order to reach firm conclusions about this strategy.
The aim of the present study was to assess the implementation of the peer tutoring (PT) strategy on the construction of narrative texts, in a classroom environment with students with and without Additional Needs of Support (ANS). It was conducted in a private school in Porto, Portugal, with a group of 24, 4th grade students. Eight interventions were conducted. The first one was the pretest (text written without PT strategy) and the second was the PT strategy presentation. The remaining ones consisted in the implementation of the strategy (intervention I and II and post-test). Students worked in pairs and both took the role of tutor and tutee The research questions were: In the classroom context, does peer tutoring strategy improve the writing of narrative texts?; Does the peer tutoring strategy promote inclusion?; Is peer tutoring strategy feasible inside a classroom? Results showed that the strategy motivates and promotes positive interaction between students. The target student (with ANS) achieved positive results concerning both improvements in writing skills, and an increased sense of belonging to class activities. In addition, the PT strategy proved to be feasible in a school context. We acknowledge that the number of sessions was limited to confirm if peer tutoring strategy is efficient to improve the production of written texts. Therefore, it is important to continue studying this domain, in Portugal, in order to reach firm conclusions about this strategy.
Description
Keywords
Tutoria de pares Inclusão Professor Textos narrativos Peer tutoring Inclusion Teacher Narrative texts
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação