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Metodologias ativas no ensino e Aprendizagem – o papel da aprendizagem Cooperativa na mobilização de Competências sociais
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O presente Relatório de Prática de Ensino Supervisionada foi desenvolvido no âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino
Básico e de Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico e tem como objetivo analisar e refletir sobre as práticas
pedagógicas desenvolvidas ao longo da formação em contexto de estágio, bem como investigar o contributo da aprendizagem cooperativa na mobilização de competências sociais dos alunos. O relatório encontra-se organizado em duas dimensões que se
complementam. A primeira corresponde à dimensão reflexiva, centrada na análise crítica de diferentes aspetos da prática pedagógica considerados relevantes para o processo de ensino e aprendizagem, nomeadamente a utilização de metodologias ativas no ensino e aprendizagem e a gestão do tempo em sala de aula. Neste âmbito, são abordadas diferentes estratégias pedagógicas utilizadas ao longo da prática pedagógica, designadamente o trabalho de grupo, o trabalho prático e o jogo como instrumento de aprendizagem. Esta reflexão tem por base as experiências vivenciadas ao longo das práticas pedagógicas em diferentes contextos educativos, procurando compreender de que forma a implementação das referidas metodologias contribuiu para a promoção da participação, da autonomia e do desenvolvimento de competências por parte dos alunos. A segunda dimensão apresenta uma investigação de natureza qualitativa, enquadrada num paradigma interpretativo e desenvolvido através de um estudo de caso realizado numa turma do 5.º ano de escolaridade na disciplina de Matemática. Este estudo teve como objetivo compreender de que forma a implementação de estratégias de aprendizagem cooperativa, em contexto de ensino exploratório, pode contribuir para a mobilização de competências sociais dos alunos, tais como a cooperação, a comunicação e a responsabilidade.
A recolha de dados foi efetuada através de registos de observação e de produções dos alunos, que foram, posteriormente, selecionados e analisados através de procedimentos de análise de conteúdo. Os resultados obtidos sugerem que a aprendizagem cooperativa constitui uma estratégia pedagógica relevante para promover a interação entre os alunos, favorecer a partilha de ideias e estratégias e estimular a construção coletiva do conhecimento, contribuindo simultaneamente para o desenvolvimento de competências sociais essenciais para a aprendizagem e para a vida em sociedade. De um modo geral, o relatório evidencia a importância da reflexão sobre a prática pedagógica e da implementação de metodologias ativas de ensino e aprendizagem, destacando o papel do professor enquanto mediador e promotor de ambientes de aprendizagem significativos.
This Supervised Teaching Practice Report was developed within the scope of the Master’s Degree in Teaching for Primary Education and Mathematics and Science for Lower Secondary Education. The aim ofthe report is to critically analyse and reflect on the pedagogical practices developed throughout the teaching practices and to investigate the role of cooperative learning in the development of students’ social skills. The report is organised into two dimensions which complement eachother. The first one corresponds to the reflective dimension, whichreflects on several aspects of pedagogical practice considered relevant to the teaching and learning process, namely the use of active teaching and learning methodologies (group work, practical work and the use of games as a learning tool) and classroom time management. The reflection is based on experiences lived during the teaching practice in different educational contexts aiming to understand how these strategies contributed to the promotion of student participation, autonomy and the development of different skills. The second dimension presents a qualitative study conducted within an interpretative paradigm and implemented as a case study in a 5th grade in a Mathematics class. The study aimed to understand how the implementation of cooperative learning strategies in an exploratory teaching context may contribute to the mobilisation of students’ social skills, such as cooperation, communication and responsibility. Data collection was carried out through classroom observation records and students’ productions, which were subsequently selected and analysed using content analysis procedures. The results suggest that cooperative learning can be considered a relevant pedagogical strategy to promote interaction among students, encourage the sharing of ideas and support the collective construction of knowledge. Furthermore, it also contributes to the development of social skills that are essential for both learning and living in society. Overall, the report highlights the importance of reflecting on pedagogical practice and implementing active learning methodologies in the teaching and learning process, emphasising the role of the teacher as a mediator and promotor of meaningful learning environments.
This Supervised Teaching Practice Report was developed within the scope of the Master’s Degree in Teaching for Primary Education and Mathematics and Science for Lower Secondary Education. The aim ofthe report is to critically analyse and reflect on the pedagogical practices developed throughout the teaching practices and to investigate the role of cooperative learning in the development of students’ social skills. The report is organised into two dimensions which complement eachother. The first one corresponds to the reflective dimension, whichreflects on several aspects of pedagogical practice considered relevant to the teaching and learning process, namely the use of active teaching and learning methodologies (group work, practical work and the use of games as a learning tool) and classroom time management. The reflection is based on experiences lived during the teaching practice in different educational contexts aiming to understand how these strategies contributed to the promotion of student participation, autonomy and the development of different skills. The second dimension presents a qualitative study conducted within an interpretative paradigm and implemented as a case study in a 5th grade in a Mathematics class. The study aimed to understand how the implementation of cooperative learning strategies in an exploratory teaching context may contribute to the mobilisation of students’ social skills, such as cooperation, communication and responsibility. Data collection was carried out through classroom observation records and students’ productions, which were subsequently selected and analysed using content analysis procedures. The results suggest that cooperative learning can be considered a relevant pedagogical strategy to promote interaction among students, encourage the sharing of ideas and support the collective construction of knowledge. Furthermore, it also contributes to the development of social skills that are essential for both learning and living in society. Overall, the report highlights the importance of reflecting on pedagogical practice and implementing active learning methodologies in the teaching and learning process, emphasising the role of the teacher as a mediator and promotor of meaningful learning environments.
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Aprendizagem cooperativa competências sociais Metodologias ativas do ensino Aprendizagem Cooperative learning social skills Teaching and learning active methodologies