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Advisor(s)
Abstract(s)
Este estudo tem como objetivo analisar e conhecer a forma como o projeto Erasmus+
condiciona e desenvolve as práticas dos professores participantes, bem como o seu
nível de envolvimento nestes projetos e a dinâmica organizacional da escola.
As práticas pedagógicas e os sistemas de ensino são cada vez mais diversificados. A
sociedade evolui mais rapidamente que os sistemas legais, sendo oportuno adotar as
boas práticas e modelos já testados.
Os meios tecnológicos estão, também, em constante mudança, sendo urgente
acompanhar essa mudança com a capacitação digital, tornando-a, assim, importante na
aquisição de conhecimentos em ferramentas de comunicação ao alcance de alunos e
professores. As competências linguísticas são, de igual modo, uma ferramenta
imprescindível num mundo cada vez mais global e uma mais-valia na redução da
diferença e do individualismo. Por seu lado, o conhecimento e a partilha podem
contribuir para reduzir o preconceito e a discriminação. Sobretudo, num contexto europeu
onde tendem a emergir movimentos radicais e contextos sociais que promovem a
discriminação e o preconceito.
A internacionalização da escola é uma excelente oportunidade para, aplicando o digital,
os alunos trabalhem as, já referidas, competências linguísticas, bem como competências
de cidadania e outras. A participação e desenvolvimento de projetos Erasmus+,
demonstra uma aposta na internacionalização que potencia o envolvimento em projetos
e parcerias.
O nosso estudo, aplicado a um universo de setenta e seis professores, dois
coordenadores de Departamento e à Diretora do Agrupamento de Escolas em estudo,
correspondendo a uma amostra de 39%, procurou conhecer o impacto do Projeto
Erasmus+ na inovação do ensino e na prática docente.
Os resultados obtidos revelaram que, na realidade, os programas e os projetos que
agrega têm impacto nas escolas e nos docentes, pois possibilita que os docentes
contactem com diferentes metodologias de ensino, permitindo a reflexão e a melhoria
de práticas.
Tendo em conta as conclusões a que chegamos consideramos, no caso concreto do
agrupamento em estudo, que a participação neste programa terá um impacto positivo.
Consideramos, no entanto necessário delinear um plano de ação que, tendo em conta o
nosso conhecimento da realidade do mesmo e os resultados dos questionários por
inquérito e entrevista, torne a participação neste programa mais atrativo, mais acessível
e mais abrangente, ou seja que permita a participação de outros elementos da
comunidade educativa para além dos professores.
This study aims to analyse and understand how the Erasmus+ project conditions and develops the practices of the participating teachers, as well as their level of involvement in these projects and the organisational dynamics of the school. Teaching practices and education systems are becoming increasingly diverse. Society is evolving faster than legal systems and it's important to adopt good practices and tried and tested models. Technological means are also constantly changing and it is urgent to accompany this change with digital training, thus making it important to acquire knowledge in communication tools within the reach of students and teachers. Language skills are also an essential tool in an increasingly global world and an asset in reducing difference and individualism. In turn, knowledge and sharing can help reduce prejudice and discrimination. Especially in a European context where radical movements and social contexts that promote discrimination and prejudice tend to emerge. The internationalisation of the school is an excellent opportunity for students to work on the aforementioned language skills, as well as citizenship and other skills, using digital media. Participation in and development of Erasmus+ projects demonstrates a commitment to internationalisation that boosts involvement in projects and partnerships. Our study, applied to a universe of seventy-six teachers, two department coordinators and the director of the school grouping under study, corresponding to a sample of 39 per cent, sought to find out the impact of the Erasmus+ project on teaching innovation and teaching practice. The results showed that, in reality, the programmes and projects that it brings together have an impact on schools and teachers, as it allows teachers to come into contact with different teaching methodologies, enabling them to reflect on and improve their practices. In view of the conclusions we have reached, we believe that participation in this programme will have a positive impact in the specific case of the group under study. However, we believe it is necessary to draw up an action plan which, taking into account our knowledge of the reality of the school and the results of the questionnaires and interviews, will make participation in this programme more attractive, more accessible and more comprehensive, i.e. which will allow other members of the educational community to take part in it, as well as teachers
This study aims to analyse and understand how the Erasmus+ project conditions and develops the practices of the participating teachers, as well as their level of involvement in these projects and the organisational dynamics of the school. Teaching practices and education systems are becoming increasingly diverse. Society is evolving faster than legal systems and it's important to adopt good practices and tried and tested models. Technological means are also constantly changing and it is urgent to accompany this change with digital training, thus making it important to acquire knowledge in communication tools within the reach of students and teachers. Language skills are also an essential tool in an increasingly global world and an asset in reducing difference and individualism. In turn, knowledge and sharing can help reduce prejudice and discrimination. Especially in a European context where radical movements and social contexts that promote discrimination and prejudice tend to emerge. The internationalisation of the school is an excellent opportunity for students to work on the aforementioned language skills, as well as citizenship and other skills, using digital media. Participation in and development of Erasmus+ projects demonstrates a commitment to internationalisation that boosts involvement in projects and partnerships. Our study, applied to a universe of seventy-six teachers, two department coordinators and the director of the school grouping under study, corresponding to a sample of 39 per cent, sought to find out the impact of the Erasmus+ project on teaching innovation and teaching practice. The results showed that, in reality, the programmes and projects that it brings together have an impact on schools and teachers, as it allows teachers to come into contact with different teaching methodologies, enabling them to reflect on and improve their practices. In view of the conclusions we have reached, we believe that participation in this programme will have a positive impact in the specific case of the group under study. However, we believe it is necessary to draw up an action plan which, taking into account our knowledge of the reality of the school and the results of the questionnaires and interviews, will make participation in this programme more attractive, more accessible and more comprehensive, i.e. which will allow other members of the educational community to take part in it, as well as teachers
Description
Keywords
Erasmus Internacionalização Práticas pedagógicas Estratégias Intervenção Erasmus Internationalisation Pedagogical practices Strategies Intervention
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação