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Authors
Abstract(s)
Analisando a forma como as relações
comunicativas da sociedade atual são
estabelecidas, podemos verificar a predominância
do mundo virtual e das ferramentas interativas na
forma como comunicamos e como aprendemos.
Vivendo num mundo estruturado por conexões,
surge a importância de implementar essa
conectividade entre o ambiente escolar e o mundo
exterior, assente numa abordagem pedagógica
configurada pela interatividade e pela colaboração.
O presente estudo teve como objetivo a
implementação de um projeto de investigação-ação
baseado nessa abordagem, em que os alunos
surjam como parte integrante do processo de
aquisição de conhecimento, configurando,
implementando e refletindo sobre as estratégias
implementadas, incrementando a sua autonomia
como seres participantes e críticos do processo
educativo. Para isso utilizámos dois veículos
globalizadores: as Tecnologias de Informação e
Comunicação (TIC) e a Língua Inglesa. Através de
estratégias colaborativas e utilizando o task-based
learning como principal método de ensino,
procurámos contribuir para a criação de alunos
participantes, reflexivos e críticos do processo
educativo. Chegamos à conclusão que esta
colaboração permitiu a inclusão da perspetiva
infantil no processo de aprendizagem e que este é
um fator estruturante precioso, potenciador da
reflexão critica, da autonomia e da aprendizagem.
Analyzing how modern societies’ communicative relations are established, we can verify that the virtual world and the interactive tools are dominant in the way we communicate and learn. Living in a world structured by connections, it is important to implement that connectivity between the school environment and the outside world, based on a pedagogical approach structured by interactivity and cooperation. The present study aimed to implement an action-research project based on that approach, in which the students arise as an integrated part of the knowledge acquisition process, setting, implementing and reflecting about the implemented strategies, increasing their autonomy as participant and critical beings of the educational process. To do this we used two globalizing vehicles: ISTs and the English language. Using collaborative strategies and taskbased learning as the main teaching methodology, we aimed to contribute to the creation of participant, active, reflexive and critical agents of the educational process. We have come to the conclusion that the implemented collaborative strategies allowed the inclusion of a child’s perspective in the learning process and that this is a precious structuring factor, which increases critical reflection, autonomy and learning.
Analyzing how modern societies’ communicative relations are established, we can verify that the virtual world and the interactive tools are dominant in the way we communicate and learn. Living in a world structured by connections, it is important to implement that connectivity between the school environment and the outside world, based on a pedagogical approach structured by interactivity and cooperation. The present study aimed to implement an action-research project based on that approach, in which the students arise as an integrated part of the knowledge acquisition process, setting, implementing and reflecting about the implemented strategies, increasing their autonomy as participant and critical beings of the educational process. To do this we used two globalizing vehicles: ISTs and the English language. Using collaborative strategies and taskbased learning as the main teaching methodology, we aimed to contribute to the creation of participant, active, reflexive and critical agents of the educational process. We have come to the conclusion that the implemented collaborative strategies allowed the inclusion of a child’s perspective in the learning process and that this is a precious structuring factor, which increases critical reflection, autonomy and learning.
Description
Keywords
Aprendizagem colaborativa Tecnologias de informação e comunicação Pedagogia para a autonomia Construtivismo Information and communication technologies Constructivism Cooperative learning Pedagogy for autonomy
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação