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Authors
Advisor(s)
Abstract(s)
O presente estudo tem como objetivo verificar a articulação existente entre os
professores titulares de turma e os professores de Inglês no 1º ciclo do Ensino Básico
(1ºCEB). Para tal, faremos uma análise do estado da arte relativo a este tema.
A par do estudo teórico, será também implementado um projeto de articulação numa
escola de 1º ciclo para determinar se esta articulação pode efetivamente acontecer e
quais as suas implicações. Este projeto foi desenvolvido em quatro fases. Na fase inicial
foi levado a cabo um estudo do meio envolvente, da realidade escolar, das turmas e das
professoras titulares das turmas com quem iria articular, procedendo-se, ainda, à
entrega e análise dos questionários e à análise dos documentos orientadores da prática
educativa. Na segunda fase, juntamente com a professora titular, analisámos as
estratégias a utilizar e as atividades que poderíamos desenvolver com as turmas, criando
percursos didático-pedagógicos e seus recursos. Na terceira fase, colocámos as
atividades em prática, desenvolvendo-as em articulação. Por último, analisámos as
atividades que foram realizadas e concluiremos se, de facto, é possível existir uma
articulação efetiva e quais as suas vantagens para os alunos.
Assim sendo, foi desenvolvido um estudo de natureza etnográfica com contornos de
investigação-ação, em que utilizamos os seguintes instrumentos de recolha de dados: a)
questionário com perguntas abertas e fechadas a aplicar junto de docentes titulares de
turma e um grupo de docentes de inglês no 1º Ciclo do Ensino Básico, para aferir as suas
representações sobre a abordagem integrada no ensino de inglês no 1º Ciclo do Ensino
Básico; b) entrevista a uma docente titular para inventariar as suas representações
sobre a colaboração entre docentes e abordagens interdisciplinares; c) análise
documental de documentos orientadores da prática de ensino supervisionada; d)
criação e experimentação de percursos e recursos didático-pedagógicos projetados
segundo a abordagem integrada no ensino de Inglês no 1º Ciclo do Ensino Básico.
Os principais resultados a assinalar são os seguintes: a) é possível a articulação entre
práticas desenvolvidas ente professor generalista e professor de inglês, através de
dinâmicas de trabalho colaborativo sistemáticas; b) as práticas e recursos desenvolvidos
deverão resultar diretamente destas dinâmicas de trabalho.
The present study aims to verify the articulation between the head teachers of the class and the English teachers in the 1st cycle of Basic Education (1st CBE). To this end, we will analyze the state of the art on this topic. In addition to the theoretical study, an articulation project will also be implemented in a primary school to determine whether this articulation can actually happen and what its implications are. This project was developed in four phases. In the initial phase, a study was carried out of the environment, the school reality, the classes and the head teachers of the classes with whom one would articulate, proceeding, still, to the delivery and analysis of the questionnaires and the analysis of the guiding documents of the supervised teaching practice. In the second phase, together with the head teacher, we analyzed the strategies to be used and the activities that we could develop with the classes, creating didactic-pedagogical paths and their resources. In the third phase, we put the activities into practice, developing them in articulation. Finally, we analyzed the activities that were carried out and conclude if, in fact, it is possible to have an effective articulation and what are its advantages for the students. Therefore, an ethnographic study with an action-research outline was developed, in which we used the following data collection instruments: a) questionnaire with open and closed questions to be applied to professors holding a class and a group of professors from English in the 1st Cycle of Basic Education, to assess their representations about the integrated approach to teaching English in the 1st Cycle of Basic Education; b) interview with a generalist teacher to get her representations on collaboration between teachers and interdisciplinary approaches; c) document analysis of documents guiding the supervised teaching practice; c) creation and experimentation of courses and didactic-pedagogical resources designed according to the integrated approach in teaching English in the 1st Cycle of Basic Education. The main results to be noted are the following: a) it is possible to link practices developed between generalist teachers and English teachers, through systematic collaborative work dynamics; b) the practices and resources developed should result directly from these work dynamics.
The present study aims to verify the articulation between the head teachers of the class and the English teachers in the 1st cycle of Basic Education (1st CBE). To this end, we will analyze the state of the art on this topic. In addition to the theoretical study, an articulation project will also be implemented in a primary school to determine whether this articulation can actually happen and what its implications are. This project was developed in four phases. In the initial phase, a study was carried out of the environment, the school reality, the classes and the head teachers of the classes with whom one would articulate, proceeding, still, to the delivery and analysis of the questionnaires and the analysis of the guiding documents of the supervised teaching practice. In the second phase, together with the head teacher, we analyzed the strategies to be used and the activities that we could develop with the classes, creating didactic-pedagogical paths and their resources. In the third phase, we put the activities into practice, developing them in articulation. Finally, we analyzed the activities that were carried out and conclude if, in fact, it is possible to have an effective articulation and what are its advantages for the students. Therefore, an ethnographic study with an action-research outline was developed, in which we used the following data collection instruments: a) questionnaire with open and closed questions to be applied to professors holding a class and a group of professors from English in the 1st Cycle of Basic Education, to assess their representations about the integrated approach to teaching English in the 1st Cycle of Basic Education; b) interview with a generalist teacher to get her representations on collaboration between teachers and interdisciplinary approaches; c) document analysis of documents guiding the supervised teaching practice; c) creation and experimentation of courses and didactic-pedagogical resources designed according to the integrated approach in teaching English in the 1st Cycle of Basic Education. The main results to be noted are the following: a) it is possible to link practices developed between generalist teachers and English teachers, through systematic collaborative work dynamics; b) the practices and resources developed should result directly from these work dynamics.
Description
Keywords
Articulação Colaboração Ensino de Inglês Ensino básico Content articulation Collaboration English teaching Primary teaching
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação