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Advisor(s)
Abstract(s)
As abordagens ativas na educação buscam envolver os alunos de forma participativa,
incentivando-os a assumir um papel ativo em seu próprio processo de aprendizagem. Essa
abordagem estimula a interação, a colaboração e o pensamento crítico, proporcionando uma
experiência de aprendizagem mais significativa para as crianças. Neste contexto, os alunos são
estimulados a desenvolver uma cidadania proativa, através de um engajamento ativo dos alunos
em questões sociais, culturais e comunitárias, como é o caso da importância de práticas ecosustentáveis,
promovendo a compreensão dos desafios ambientais, mas também incentiva a
busca por soluções e a adoção de comportamentos sustentáveis no dia a dia.
Neste estudo, procuraremos compreender como as abordagens ativas, ancoradas na abordagem
de storytelling, com recurso a picture books, podem desenvolver tanto competências de
compreensão e de produção nos alunos de inglês do 1º Ciclo do Ensino Básico, assim como
permitir que eles se conectem emocionalmente com os personagens e as situações apresentadas
nas histórias, fomentando competências essenciais à criação da sua cidadania, como o
pensamento crítico e a criatividade.
Para tal, recorremos a uma metodologia de índole etnográfica, em que realizámos uma análise
documental dos percursos didáticos criados e dos dados recolhidos, como questionários e
trabalhos desenvolvidos pelos alunos.
Os resultados demonstram que os alunos desenvolveram competências como o pensamento
crítico e criatividade e, ainda, um forte sentido de consciência eco-comportamental.
Active approaches in education seek to involve students in a participatory way, encouraging them to take an active role in their own learning process. This approach encourages interaction, collaboration and critical thinking, providing a more meaningful learning experience for children. In this context, students are encouraged to develop proactive citizenship, through active student engagement in social, cultural and community issues, such as the importance of eco-sustainable practices, promoting understanding of environmental challenges, but also encouraging the search for solutions and the adoption of sustainable behaviors in everyday life. In this study, we will seek to understand how active approaches, anchored in the storytelling approach, using picture books, can develop both comprehension and production skills in English students in the 1st Cycle of Basic Education, as well as allow them to connect emotionally with the characters and situations presented in the stories, fostering skills essential to the creation of their citizenship, such as critical thinking and creativity. To this end, we resorted to an ethnographic methodology, in which we carried out a document analysis of the didactic paths created and the data collected, such as questionnaires and works developed by the students. The results show that students have developed skills such as critical thinking and creativity, as well as a strong sense of eco-behavioral awareness.
Active approaches in education seek to involve students in a participatory way, encouraging them to take an active role in their own learning process. This approach encourages interaction, collaboration and critical thinking, providing a more meaningful learning experience for children. In this context, students are encouraged to develop proactive citizenship, through active student engagement in social, cultural and community issues, such as the importance of eco-sustainable practices, promoting understanding of environmental challenges, but also encouraging the search for solutions and the adoption of sustainable behaviors in everyday life. In this study, we will seek to understand how active approaches, anchored in the storytelling approach, using picture books, can develop both comprehension and production skills in English students in the 1st Cycle of Basic Education, as well as allow them to connect emotionally with the characters and situations presented in the stories, fostering skills essential to the creation of their citizenship, such as critical thinking and creativity. To this end, we resorted to an ethnographic methodology, in which we carried out a document analysis of the didactic paths created and the data collected, such as questionnaires and works developed by the students. The results show that students have developed skills such as critical thinking and creativity, as well as a strong sense of eco-behavioral awareness.
Description
Keywords
Abordagens ativas Cidadania Consciência eco-sustentável Ensino de inglês Primeiro ciclo do ensino básico Active approaches Citizenship Eco-sustainable awareness English teaching First cycle of basic education
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação