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Abstract(s)
As políticas educativas em Portugal destacam a importância de abordagens pedagógicas inovadoras e inclusivas, promovendo a integração entre diferentes áreas do
conhecimento e o desenvolvimento de competências transversais. Documentos como as Aprendizagens Essenciais (AE) e o Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO) evidenciam a necessidade de práticas pedagógicas que incorporem o Content and Language Integrated Learning (CLIL), a multimodalidade e a interculturalidade, reconhecendo que a aprendizagem de línguas estrangeiras deve estar articulada com outras áreas do saber
e com a formação integral do aluno.
As AE de inglês para o 1.º ciclo enfatizam a importância da comunicação significativa e do contato com diferentes culturas, promovendo metodologias ativas e dinâmicas. O PASEO destaca a relevância da educação linguística e cultural para a formação de cidadãos críticos, autónomos e participativos, alinhando-se com a necessidade de integrar abordagens como o CLIL, que favorece a aprendizagem simultânea de conteúdos disciplinares e de línguas estrangeiras. Contudo, embora essas orientações estejam presentes nos documentos normativos da educação em Portugal, a sua implementação prática ainda revela lacunas consideráveis.
Neste contexto, ao longo da minha Prática de Ensino Supervisionada (PES), procurei refletir sobre essas discrepâncias e identificar estratégias que possibilitassem uma aplicação mais eficaz desses conceitos em sala de aula. Com este estudo, pretendo identificar e empregar recursos e métodos pedagógicos que atendam à diversidade de perfis dos alunos, promovendo uma aprendizagem mais significativa e envolvente.
Este relatório apresenta uma análise bibliográfica aprofundada dos três conceitos centrais: CLIL, multimodalidade e interculturalidade, além de outros enfoques teóricos
complementares, como peer teaching, sala de aula centrada no aluno, Total Physical Response (TPR) e Think-Pair-Share.
Apoiado na metodologia de investigação-ação, predominantemente qualitativa na análise de dados, este estudo apresenta transcrições e interpretações de dados recolhidos
durante a PES, incluindo a análise de debates realizados com os alunos após a implementação de diferentes estratégias, como instrumento de consolidação e avaliação formativa das aprendizagens. Além disso, foi aplicado um questionário final para avaliar a perceção dos alunos sobre as estratégias e metodologias utilizadas. Os resultados obtidos fundamentam a discussão de conclusões que podem contribuir para uma prática pedagógica mais alinhada com os princípios das políticas educativas vigentes.
Educational policies in Portugal emphasize the importance of innovative and inclusive pedagogical approaches, promoting integration across various areas of knowledge and the development of transversal competences. Documents such as Aprendizagens Essenciais (AE, Essential Learning Outcomes) and the Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO, Student Profile at the End of Compulsory Schooling) emphasize the need for pedagogical practices that incorporate Content and Language Integrated Learning (CLIL), multimodality, and interculturality. These documents recognize that foreign language learning should be integrated with other knowledge domains and contribute to the holistic development of learners. The AE for English in the 1st Cycle reinforce the relevance of meaningful communication and exposure to diverse cultures, promoting active and dynamic methodologies. PASEO further underscores the significance of linguistic and cultural education in developing critical, autonomous, and participatory citizens, aligning with the integration of approaches such as CLIL, which supports the simultaneous acquisition of subject content and foreign languages. Nevertheless, despite these orientations being clearly articulated in Portugal’s educational policy documents, their practical implementation continues to exhibit notable gaps. Within this context, throughout my Supervised Teaching Practice (PES), I reflected on these discrepancies and sought strategies to facilitate a more effective application of these concepts in the classroom. Through this study, I aim to identify and implement pedagogical resources and methods that address the diversity of learners’ profiles, fostering a more meaningful and engaging learning experience. Accordingly, this report presents an in-depth literature review of the three central concepts: CLIL, multimodality, and interculturality, as well as other complementary theoretical approaches, including peer teaching, student-centered classrooms, Total Physical Response (TPR), and the Think-Pair-Share method. Drawing on an action research methodology, primarily qualitative in data analysis, this study presents transcriptions and interpretations of data collected during the PES. This includes analysis of debates conducted with pupils after the implementation of various strategies, serving as a tool for knowledge consolidation and formative assessment. A final questionnaire was also administered to assess pupils’ perceptions of the strategies and methodologies used. The findings inform a discussion of conclusions that may contribute to pedagogical practices more closely aligned with the principles advocated by current educational policies.
Educational policies in Portugal emphasize the importance of innovative and inclusive pedagogical approaches, promoting integration across various areas of knowledge and the development of transversal competences. Documents such as Aprendizagens Essenciais (AE, Essential Learning Outcomes) and the Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO, Student Profile at the End of Compulsory Schooling) emphasize the need for pedagogical practices that incorporate Content and Language Integrated Learning (CLIL), multimodality, and interculturality. These documents recognize that foreign language learning should be integrated with other knowledge domains and contribute to the holistic development of learners. The AE for English in the 1st Cycle reinforce the relevance of meaningful communication and exposure to diverse cultures, promoting active and dynamic methodologies. PASEO further underscores the significance of linguistic and cultural education in developing critical, autonomous, and participatory citizens, aligning with the integration of approaches such as CLIL, which supports the simultaneous acquisition of subject content and foreign languages. Nevertheless, despite these orientations being clearly articulated in Portugal’s educational policy documents, their practical implementation continues to exhibit notable gaps. Within this context, throughout my Supervised Teaching Practice (PES), I reflected on these discrepancies and sought strategies to facilitate a more effective application of these concepts in the classroom. Through this study, I aim to identify and implement pedagogical resources and methods that address the diversity of learners’ profiles, fostering a more meaningful and engaging learning experience. Accordingly, this report presents an in-depth literature review of the three central concepts: CLIL, multimodality, and interculturality, as well as other complementary theoretical approaches, including peer teaching, student-centered classrooms, Total Physical Response (TPR), and the Think-Pair-Share method. Drawing on an action research methodology, primarily qualitative in data analysis, this study presents transcriptions and interpretations of data collected during the PES. This includes analysis of debates conducted with pupils after the implementation of various strategies, serving as a tool for knowledge consolidation and formative assessment. A final questionnaire was also administered to assess pupils’ perceptions of the strategies and methodologies used. The findings inform a discussion of conclusions that may contribute to pedagogical practices more closely aligned with the principles advocated by current educational policies.
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Políticas educativas CLIL Interculturalidade Multimodalidade Prática de ensino supervisionada (PES) Investigação-ação Educational policies Interculturality Multimodality Supervised teaching practice (PES) Action Research
Pedagogical Context
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