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Diferenciação Pedagógica no 1º Ciclo do Ensino Básico: Estudo Qualitativo com Professores do 1º Ciclo do Ensino Básico
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| 1.32 MB | Adobe PDF |
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Abstract(s)
Atualmente, a diversidade cultural no nosso país é cada vez maior. Deste modo, a escola tem cada vez mais alunos com caraterísticas diferentes, não só a nível racial como também cultural. Assim, é necessário que a escola consiga ser inclusiva e conceder as mesmas oportunidades a todos os alunos, independentemente das suas diferenças, para que todos possam alcançar o sucesso escolar.
Tendo em conta o referido anteriormente, este estudo tem por base uma abordagem qualitativa, com os seguintes objetivos de investigação: compreender as conceções sobre a diferenciação pedagógica pelos professores de 1º ciclo do ensino básico; compreender as estratégias implementadas nas salas para facilitar a diferenciação; quais os maiores desafios que os professores encontrem para essa mesma implementação.
Foram realizadas dez entrevistas a professoras de 1º ciclo do ensino básico.
Os resultados obtidos realçam o conhecimento desta prática pelas professoras, no entanto, apesar de terem sido evidenciadas algumas estratégias de implementação, também foram focados alguns aspetos que condicionam a implementação de estratégias de diferenciação pedagógica em sala.
Nowadays cultural diversity in our country is getting bigger. Nowadays, school has an increasing number of students with different characteristics, not only racially but also culturally. So it is necessary for the school to be inclusive and to give the same opportunities to all students regardless of their differences in order to all achieve school success. Taking into account what was previously said this study is based on a qualitative approach with the following research aims: To understand the conceptions of Primary school teachers about pedagogical differentiation; To understand the strategies implemented in the classrooms to facilitate the pedagogical differentiation; which are the major challenges that teachers face with pedagogical differentiation. Ten interviews were realized with Primary school teachers. The results reinforce the knowledge of this practice by the teachers, were exposed some strategies, but teachers highlighted some aspects that conditioned pedagogical differentiation in the classroom.
Nowadays cultural diversity in our country is getting bigger. Nowadays, school has an increasing number of students with different characteristics, not only racially but also culturally. So it is necessary for the school to be inclusive and to give the same opportunities to all students regardless of their differences in order to all achieve school success. Taking into account what was previously said this study is based on a qualitative approach with the following research aims: To understand the conceptions of Primary school teachers about pedagogical differentiation; To understand the strategies implemented in the classrooms to facilitate the pedagogical differentiation; which are the major challenges that teachers face with pedagogical differentiation. Ten interviews were realized with Primary school teachers. The results reinforce the knowledge of this practice by the teachers, were exposed some strategies, but teachers highlighted some aspects that conditioned pedagogical differentiation in the classroom.
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Keywords
1º ciclo do ensino básico, diferenciação pedagógica, ensino e aprendizagem Primary education , pedagogical differentiation, Teaching and learning. .