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Aprendizagem colaborativa na promoção da autorregulação comportamental e da atenção sustentada no ensino do inglês no 1.º CEB
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O presente estudo foi desenvolvido no âmbito da Prática de Ensino Supervisionada, em contexto
de ensino do inglês no 1.º ciclo do ensino básico, numa escola que dispõe de apenas uma turma
por ano de escolaridade. A intervenção pedagógica incidiu sobretudo nas turmas do 3.º e do 4.º
ano. Neste contexto, o estudo teve como principal objetivo analisar de que forma a aprendizagem
colaborativa pode contribuir para a promoção da autorregulação comportamental e da atenção
dos alunos nas aulas de inglês.
A promoção da autorregulação do comportamento e da atenção constitui um dos principais
desafios no ensino do inglês no 1.º ciclo do ensino básico, particularmente em contextos marcados
por níveis elevados de energia, distração e heterogeneidade dos alunos. Neste cenário, o papel do
professor assume um caráter central na criação de um ambiente de aprendizagem estruturado e
significativo, que favoreça não apenas o desenvolvimento das competências linguísticas, mas
também a construção de competências sociais e autorregulatórias. A aprendizagem colaborativa
surge, assim, como uma estratégia pedagógica relevante, ao incentivar a participação ativa, a
colaboração entre pares e a responsabilização dos alunos pelo seu comportamento e pela sua
atenção durante as tarefas, contribuindo para um envolvimento mais consciente e regulado no
processo de aprendizagem.
This study was developed within the framework of Supervised Teaching Practice in the context of English teaching in primary education, in a school that has only one class per grade level. The pedagogical intervention focused mainly on 3rd and 4th grade classes, although English lessons were also taught to 1st and 2nd grade students during the internship period. In this context, the main objective of the study was to analyse how collaborative learning may contribute to the promotion of behavioural self-regulation and students’ attention in English classes. Promoting self-regulation of behaviour and attention is one of the main challenges in teaching English in the first cycle of basic education, particularly in contexts marked by high levels of energy, distraction and heterogeneity among students. In this scenario, the role of the teacher is central to creating a structured and meaningful learning environment that fosters not only the development of language skills, but also the construction of social and self-regulatory skills. Collaborative learning thus emerges as a relevant pedagogical strategy, encouraging active participation, peer collaboration and student accountability for their behaviour and attention during tasks, contributing to a more conscious and regulated involvement in the learning process.
This study was developed within the framework of Supervised Teaching Practice in the context of English teaching in primary education, in a school that has only one class per grade level. The pedagogical intervention focused mainly on 3rd and 4th grade classes, although English lessons were also taught to 1st and 2nd grade students during the internship period. In this context, the main objective of the study was to analyse how collaborative learning may contribute to the promotion of behavioural self-regulation and students’ attention in English classes. Promoting self-regulation of behaviour and attention is one of the main challenges in teaching English in the first cycle of basic education, particularly in contexts marked by high levels of energy, distraction and heterogeneity among students. In this scenario, the role of the teacher is central to creating a structured and meaningful learning environment that fosters not only the development of language skills, but also the construction of social and self-regulatory skills. Collaborative learning thus emerges as a relevant pedagogical strategy, encouraging active participation, peer collaboration and student accountability for their behaviour and attention during tasks, contributing to a more conscious and regulated involvement in the learning process.
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Aprendizagem colaborativa Autorregulação comportamental Atenção sustentada Ensino do inglês 1.º ciclo do ensino básico: Collaborative learning Behavioural self-regulation Sustained attention English teaching Primary education