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Abstract(s)
Pretendeu-se, com o presente trabalho, analisar as perspetivas, no ponto de vista dos alunos, da efetividade de diferentes abordagens pedagógico-didáticas que se sustentem numa pedagogia crítica para a autonomia (Raya et al., 2007), focada no uso de recursos hipermédia e audiovisuais que fomentam a motivação e participação dos alunos no processo de ensino e aprendizagem (Cruz, 2012). Este trabalho pretende também demonstrar o desenvolvimento de aprendizagens holísticas e sustentáveis (UNESCO, 2017), aliadas a trabalhos colaborativos, com vista a promover o desenvolvimento da autonomia dos alunos.
Posto isto, este estudo desenvolveu-se em torno de dois objetivos principais: a) Perspetivar e analisar diferentes abordagens e estratégias que concorram para um desenvolvimento eficaz da pedagogia crítica para a autonomia no ensino de inglês no 1.º CEB, sendo o principal foco aliar as mais indicadas no ensino de inglês ao desenvolvimento da autonomia e pensamento crítico dos alunos; b) Procurar e identificar contributos do uso de recursos interativos, multissensoriais e hipermédia, analisadas no contexto de prática de ensino supervisionada, que contribuam e promovam o desenvolvimento sustentável e autonomia dos alunos na aprendizagem de inglês (UNESCO, 2017; Sá, 2007; Sá & Andrade, 2008).
A investigação decorreu sob metodologia de índole etnográfica, de natureza qualitativa e com contornos de investigação-ação (Greenwood & Levin, 2007), na qual se utilizou os seguintes instrumentos de recolha de dados: a) planificações de aulas; b) registos de imagens das práticas (vídeos e fotografias); c) diário de bordo; d) inquérito por questionário a alunos; e) análise de trabalhos realizados pelos alunos; f) entrevistas a alunos.
Os principais resultados obtidos parecem indicar que as práticas aplicadas no contexto do presente estudo permitem desenvolver as competências da autonomia e colaboração aliadas a uma aprendizagem efetiva e ativa do inglês, na qual os alunos se sentem motivados a aprender uma língua estrangeira desenvolvendo competências essenciais à sua formação integral enquanto cidadãos ativos do presente e agentes de mudança do futuro.
The aim of this work was to analyse the perspectives, from the pupils’ point of view, of the effectiveness of different pedagogical-didactic approaches based on a critical pedagogy for autonomy (Raya et al., 2007), focusing on the use of hypermedia and audiovisual resources that promote pupils’ motivation and participation in the teaching and learning process (Cruz, 2012). This work also aims to demonstrate the development of holistic and sustainable learning (UNESCO, 2017), combined with collaborative work to promote the development of pupils’ autonomy. Therefore, this study was developed around two main objectives: a) To consider and analyse different approaches and strategies that contribute to the effective development of critical pedagogy for autonomy in Primary English learning contexts, combining those most suitable for teaching English with the development of pupils’ autonomy and critical thinking; b) To seek and identify contributions from the use of interactive, multisensory and hypermedia resources, analysed in the context of supervised teaching practice, that contribute to and promote pupils’ sustainable development and autonomy in learning English (UNESCO, 2017; Sá, 2007; Sá & Andrade, 2008). This study was conducted using an ethnographic, qualitative and action research methodology (Greenwood & Levin, 2007), in which the following data collection tools were used: a) lesson plans; b) visual records of the practices (videos and photographs); c) logbook; d) questionnaire survey of pupils; e) analysis of pupils’ work; f) interviews with pupils. The main results obtained seem to indicate that the practices applied in the context of this study make it possible to develop the skills of autonomy and collaboration, combined with effective and active learning of English, in which pupils feel motivated to learn a foreign language, developing essential skills for their integral formation as active citizens of the present and agents of change in the future.
The aim of this work was to analyse the perspectives, from the pupils’ point of view, of the effectiveness of different pedagogical-didactic approaches based on a critical pedagogy for autonomy (Raya et al., 2007), focusing on the use of hypermedia and audiovisual resources that promote pupils’ motivation and participation in the teaching and learning process (Cruz, 2012). This work also aims to demonstrate the development of holistic and sustainable learning (UNESCO, 2017), combined with collaborative work to promote the development of pupils’ autonomy. Therefore, this study was developed around two main objectives: a) To consider and analyse different approaches and strategies that contribute to the effective development of critical pedagogy for autonomy in Primary English learning contexts, combining those most suitable for teaching English with the development of pupils’ autonomy and critical thinking; b) To seek and identify contributions from the use of interactive, multisensory and hypermedia resources, analysed in the context of supervised teaching practice, that contribute to and promote pupils’ sustainable development and autonomy in learning English (UNESCO, 2017; Sá, 2007; Sá & Andrade, 2008). This study was conducted using an ethnographic, qualitative and action research methodology (Greenwood & Levin, 2007), in which the following data collection tools were used: a) lesson plans; b) visual records of the practices (videos and photographs); c) logbook; d) questionnaire survey of pupils; e) analysis of pupils’ work; f) interviews with pupils. The main results obtained seem to indicate that the practices applied in the context of this study make it possible to develop the skills of autonomy and collaboration, combined with effective and active learning of English, in which pupils feel motivated to learn a foreign language, developing essential skills for their integral formation as active citizens of the present and agents of change in the future.
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Keywords
Educação para o desenvolvimento sustentável Pedagogia para a autonomia Colaboração Inglês no 1.º Ciclo do Ensino Básico Education for sustainable development Pedagogy for autonomy Collaboration Primary english
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Publisher
Instituto Politécnico do Porto. Escola Superior de Educação