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Abstract(s)
Pretendeu-se, com o presente trabalho, criar um guia para professores e futuros docentes, no qual estão expostos e explorados diferentes percursos didáticos que permitam evidenciar a possível contribuição da colaboração (Roldão, 2007) para o desenvolvimento de competências socioemocionais/Soft Skills (Conselho da Europa, 2016) nos alunos de Inglês no 1º Ciclo do Ensino Básico. Assim, com vista a uma aprendizagem holística e sustentável (UNESCO, 2019) para o século XXI, aliou-se, aos trabalhos colaborativos, uma pedagogia gamificada (Chou, 2016), na qual se incluiu uma abordagem comunicativa experiencial (Férnandez-Corbacho, 2014) com contornos de uma educação para a cidadania (DGE, 2019).
Por isso, este estudo desenvolveu-se em torno de três objetivos principais: a) Percecionar e analisar diversas práticas colaborativas para, desta forma, tentar apurar como estas permitem aos alunos do 1º Ciclo desenvolver Soft Skills e competências para o século XXI; b) Procurar identificar práticas e recursos, utilizados em contexto de prática de ensino supervisionada (PES), que, aliados a práticas colaborativas, permitam ao aluno desenvolver-se de forma holística na e para a sociedade do século XXI e c) Descrever de que forma é que as representações dos docentes, relativamente à colaboração gamificada como meio de desenvolvimento de Soft Skills, se refletem (ou não) nas suas práticas.
A investigação decorreu, então, sob uma metodologia etnográfica e qualitativa, com contornos de investigação-ação (Coutinho et al., 2009), na qual se utilizou diversos instrumentos de recolha de dados (Griffee, 2012), tais como: a) planificações elaboradas para a intervenção educativa; b) vídeos e fotografias da PES; c) questionários a professores e alunos; d) análise de conteúdo através de trabalhos realizados pelos alunos e, ainda, e) notas de campo.
Por conseguinte, os resultados obtidos deste estudo, parecem evidenciar que as práticas supramencionadas promovem uma aprendizagem ativa (Nealy, 2005), na qual os alunos se sentem mais motivados a aprender a ser, a estar e a crescer num mundo, cada vez mais, desafiante e numa sociedade glocal (Cruz, 2019).
It was intended, with this work, to compose a guide, both for current and future teachers, in which are outlined and explored different didactic paths that meant to highlight the possible contribution of collaboration (Roldão, 2007) towards the development of Soft Skills (Conselho da Europa, 2016) primary english learning pupils. Therefore, aiming an holistic and sustainable learning (UNESCO, 2019) for the 21st century, the collaborative works were supplemented with a gamified pedagogy (Chou, 2016) where it was also included an experiential communicative approach (Férnandez-Corbacho, 2014) in conjunction with outlines of a citizenship education (DGE, 2019). Hence, this study was developed bearing in mind three main objectives: a) perceive and analyse multiple collaborative practices to try to ascertain how can pupils develop Soft and 21st century Skills through those practices; b) seek to identify practices and resources, used in a supervised teaching practice (STE), which, once bonded with collaborative techniques, permit pupils to grow holistically in and for the 21st century society and c) describe in what ways the teachers’ representations, regarding a gamified collaboration as a means of developing Soft Skills, are reflected (or not) in their teaching practices. Thereupon, the investigation arose from a qualitative and ethnographic methodology, with action research (Coutinho et al., 2009) contours, in which there were used miscellaneous data collection methods (Griffee, 2012), such as: a) lesson plans drafted for the teaching intervention; b) videos and photographs of the STE; c) questionnaires aimed to both teachers and students; d) content analysis via pupils works and, last but not least, e) field notes. Ergo, the results obtained from this study appear to reveal that the practices, aforementioned, stimulate an active learning (Nealy, 2005) in which pupils feel more motivated to learn how to be, how to behave and how to grow in an ever challenging world and in a glocal society (Cruz, 2019).
It was intended, with this work, to compose a guide, both for current and future teachers, in which are outlined and explored different didactic paths that meant to highlight the possible contribution of collaboration (Roldão, 2007) towards the development of Soft Skills (Conselho da Europa, 2016) primary english learning pupils. Therefore, aiming an holistic and sustainable learning (UNESCO, 2019) for the 21st century, the collaborative works were supplemented with a gamified pedagogy (Chou, 2016) where it was also included an experiential communicative approach (Férnandez-Corbacho, 2014) in conjunction with outlines of a citizenship education (DGE, 2019). Hence, this study was developed bearing in mind three main objectives: a) perceive and analyse multiple collaborative practices to try to ascertain how can pupils develop Soft and 21st century Skills through those practices; b) seek to identify practices and resources, used in a supervised teaching practice (STE), which, once bonded with collaborative techniques, permit pupils to grow holistically in and for the 21st century society and c) describe in what ways the teachers’ representations, regarding a gamified collaboration as a means of developing Soft Skills, are reflected (or not) in their teaching practices. Thereupon, the investigation arose from a qualitative and ethnographic methodology, with action research (Coutinho et al., 2009) contours, in which there were used miscellaneous data collection methods (Griffee, 2012), such as: a) lesson plans drafted for the teaching intervention; b) videos and photographs of the STE; c) questionnaires aimed to both teachers and students; d) content analysis via pupils works and, last but not least, e) field notes. Ergo, the results obtained from this study appear to reveal that the practices, aforementioned, stimulate an active learning (Nealy, 2005) in which pupils feel more motivated to learn how to be, how to behave and how to grow in an ever challenging world and in a glocal society (Cruz, 2019).
Description
Keywords
Colaboração Soft Skills Gamificação Inglês no 1º Ciclo do Ensino Básico Collaboration Gamification Primary English
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação