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Advisor(s)
Abstract(s)
Partindo de uma pedagogia para a autonomia (Raya, Lamb & Vieira, 2007) aliada à abordagem
comunicativa experiencial (Fernández-Corbacho, 2014), concretizada por meio de percursos
de ensino e aprendizagem que se pretenderam holísticos e emancipadores, almejou-se com
este trabalho apresentar evidências da possibilidade de contribuir para um desenvolvimento
concomitante da autonomia e das creactical skills (Ohler, 2013; Cruz, 2019) dos alunos de
Inglês no 1º Ciclo do Ensino Básico (CEB).
O estudo que aqui se apresenta foi desenvolvido com base em três principais objetivos: a)
perspetivar e analisar diferentes abordagens no sentido de averiguar quais as mais indicadas
para, através do Inglês, articular o desenvolvimento da autonomia com o desenvolvimento
das creactical skills dos alunos, isto é, a capacidade de combinar pensamento crítico e
criatividade de forma a dar resposta aos mais recentes desafios do século 21; b) inventariar e
descrever as representações de diversos docentes relativamente à pedagogia para a
autonomia e como essas representações se refletem (ou não) nas suas práticas; c) procurar
identificar as práticas e recursos do ensino de Inglês no 1º CEB, testadas em contexto de
prática supervisionada, que permitam autonomizar os alunos de forma a promover o seu
desenvolvimento global (UNESCO, 2005; Sá, 2007; Sá & Andrade, 2008) e a facilitar a sua plena
integração na sociedade.
Neste estudo com contornos de investigação-ação, optou-se por uma metodologia de índole
etnográfica, de natureza predominantemente qualitativa, com triangulação de diferentes
instrumentos de recolha de dados (planificações das aulas, questionários, guiões de
entrevistas, e vídeos e fotografias das práticas).
Os principais resultados obtidos parecem mostrar que as práticas empreendidas são
geradoras de motivação e de aprendizagens eficazes, as quais desafiam e incentivam os alunos
a fazer um uso interligado da sua autonomia e creactical skills, promovendo, assim, o
desenvolvimento destas competências.
Through a pedagogy for autonomy (Raya, Lamb & Vieira, 2007) combined with the experiential communicative approach (Fernández-Corbacho, 2014), which was accomplished in teaching and learning paths meant to be holistic and emancipatory, this work intends to present evidences of the possibility to contribute to a concurrent development of the pupils’ autonomy and “creactical skills” (Ohler, 2013; Cruz, 2019) in Primary English learning contexts. The project that is presented here was developed with three main goals in mind: a) to conceive and analyse different approaches in order to ascertain which are more appropriate to articulate, using English, the development of the students’ autonomy with the development of their creactical skills, i.e., the ability to merge critical thinking and creativity to be able to tackle the most recent 21st century challenges; b) to register and describe the representation of several teachers regarding the pedagogy for autonomy, and how such representations are reflected (or not) in their practices; c) to identify the practices and resources in Primary English teaching, tested within the scope of a supervised teaching practice, which may foster pupils’ autonomy in a way that promotes a global development (UNESCO, 2005; Sá, 2007; Sá & Andrade, 2008) and eases their integration in society. This study, with action-research characteristics, resorted to an ethnographic and mostly qualitative research methodological approach, with triangulation of different data collection tools (lesson plans, questionnaires, interview scripts, and also videos and photos of practices). The main results obtained with this project seem to show that the practices that were implemented can produce effective and motivational learning experiences, which challenge and encourage students to make an articulated use of their autonomy and “creactical skills”, thus promoting the development of such competences.
Through a pedagogy for autonomy (Raya, Lamb & Vieira, 2007) combined with the experiential communicative approach (Fernández-Corbacho, 2014), which was accomplished in teaching and learning paths meant to be holistic and emancipatory, this work intends to present evidences of the possibility to contribute to a concurrent development of the pupils’ autonomy and “creactical skills” (Ohler, 2013; Cruz, 2019) in Primary English learning contexts. The project that is presented here was developed with three main goals in mind: a) to conceive and analyse different approaches in order to ascertain which are more appropriate to articulate, using English, the development of the students’ autonomy with the development of their creactical skills, i.e., the ability to merge critical thinking and creativity to be able to tackle the most recent 21st century challenges; b) to register and describe the representation of several teachers regarding the pedagogy for autonomy, and how such representations are reflected (or not) in their practices; c) to identify the practices and resources in Primary English teaching, tested within the scope of a supervised teaching practice, which may foster pupils’ autonomy in a way that promotes a global development (UNESCO, 2005; Sá, 2007; Sá & Andrade, 2008) and eases their integration in society. This study, with action-research characteristics, resorted to an ethnographic and mostly qualitative research methodological approach, with triangulation of different data collection tools (lesson plans, questionnaires, interview scripts, and also videos and photos of practices). The main results obtained with this project seem to show that the practices that were implemented can produce effective and motivational learning experiences, which challenge and encourage students to make an articulated use of their autonomy and “creactical skills”, thus promoting the development of such competences.
Description
Keywords
Pedagogia para a autonomia Abordagem comunicativa experiencial Creactical skills Inglês no 1º CEB Pedagogy for autonomy Experiential communicate approach Primary English
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação