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Advisor(s)
Abstract(s)
Este projeto tem como propósito evidenciar que a conciliação da teoria das inteligências múltiplas com práticas interdisciplinares no ensino de inglês no 1.ºCiclo do ensino básico possibilita um ambiente de aprendizagem mais inclusivo e significativo, onde todos os alunos têm a oportunidade de desenvolver e aprofundar as suas capacidades únicas, enquanto aprendem e se divertem.
Posto isto, esta dissertação está dividida em três partes: o enquadramento teórico, que apresenta uma contextualização da história do ensino de inglês em Portugal, a teoria das inteligências múltiplas e o conceito de interdisciplinaridade em relação ao 1.ºCEB; a prática educativa supervisionada, onde foram descritos os espaços utilizados, a turma e apresenta os objetivos, questões e os instrumentos de recolha de dados da problemática; e, por fim, a aplicação da problemática através da prática de ensino supervisionada, onde são descritas as atividades utilizadas e apresentadas e discutidos os resultados alcançados relativamente a essas atividades e objetivos propostos.
O estudo é de natureza qualitativa experimental. Este concentra-se na compreensão aprofundada da interpretação dos fenómenos em sala de aula, de modo a estabelecer relações causa efeito, entre as variáveis do estudo
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This project shows the way in which reconciling the theory of multiple intelligences with interdisciplinary practices in the teaching of English at primary level makes for a more inclusive and meaningful learning environment, where all students can develop and deepen their unique abilities, while learning and having fun. That said, this dissertation is divided into three parts: a theoretical framework, which presents the history of teaching English in primary, the theory of multiple intelligences and concept of interdisciplinarity in relation to primary; supervised educational practice, which describes the spaces used, the class and presents the objectives, questions and data collection instruments of the study; and finally, the application of the study through supervised teaching practice, which describes the activities used and presents and discusses the results achieved in relation to these activities and the proposed objectives. The study is qualitative and experimental in nature. It focuses on an in-depth understanding of the interpretation of phenomena in the classroom, to establish cause-effect relationships between the study variables.
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This project shows the way in which reconciling the theory of multiple intelligences with interdisciplinary practices in the teaching of English at primary level makes for a more inclusive and meaningful learning environment, where all students can develop and deepen their unique abilities, while learning and having fun. That said, this dissertation is divided into three parts: a theoretical framework, which presents the history of teaching English in primary, the theory of multiple intelligences and concept of interdisciplinarity in relation to primary; supervised educational practice, which describes the spaces used, the class and presents the objectives, questions and data collection instruments of the study; and finally, the application of the study through supervised teaching practice, which describes the activities used and presents and discusses the results achieved in relation to these activities and the proposed objectives. The study is qualitative and experimental in nature. It focuses on an in-depth understanding of the interpretation of phenomena in the classroom, to establish cause-effect relationships between the study variables.
Description
Keywords
Inteligências múltiplas Interdisciplinaridade 1.º ciclo do ensino básico Ensino de LE Multiple intelligences Interdisciplinary Primary EL teaching
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação