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Turmas Multinível no 1º CEB: Perceções sobre Gestão Curricular, Potencialidades e Limitações
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Abstract(s)
O presente estudo foi realizado no âmbito do Mestrado de Qualificação para a Docência em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Esta investigação, de cariz qualitativo, teve como propósito compreender a gestão curricular, as potencialidades, as limitações e as competências adquiridas pelos alunos em turmas multinível do 1.º Ciclo do Ensino Básico. Elegi esta temática, pelo facto de me confrontar com um regime de turmas multinível, aquando a realização do meu estágio curricular.
Esta enquadra-se num paradigma interpretativo e num estudo de caso. Desta forma, os participantes deste estudo, foram os quarenta e um alunos das duas turmas multinível do 1.º Ciclo do Ensino Básico, as duas respetivas professoras titulares das turmas e quarenta dos respetivos encarregados de educação.
Foi possível dar resposta às questões de investigação e alcançar os objetivos propostos através de vários instrumentos de recolha de dados: a observação direta; o diário de bordo; as entrevistas semiestruturadas; as conversas informais; os questionários; os grupos- focais; e a recolha documental.
Os resultados obtidos evidenciam que todos os interlocutores-chave presentes no estudo concordam que existem mais potencialidades do que limitações nas turmas multinível. As potencialidades desenvolvidas pelos alunos que reúnem maior consenso são a empatia e humildade, que se traduzem na entreajuda e no saber pedir e receber ajuda; a tolerância e respeito pela diferença; e a autonomia, que se reflete na aprendizagem da gestão de tempo individual, na gestão de prioridades das tarefas e no saber quando intervir. As limitações sentidas por cada um dos interlocutores-chave são distintas, pois os professores sentem maior dificuldade na gestão de tempo e na planificação de conteúdos; os alunos consideram que o tempo despendido, por parte do professor, é menor para cada ano de escolaridade; já os Encarregados de Educação receiam que o professor não tenha tanta disponibilidade no apoio a dar aos alunos que revelam maiores dificuldades.
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ABSTRACT This study was carried out as part of a curricular internship to obtain a Master’s degree in Pre-school Education and Primary School Education. This qualitative research study aims at understanding the curriculum management, potentialities, limitations, and skills acquired by students in multilevel classes in the 1st cycle of basic education. It is framed within an interpretative paradigm and a case study. Thus, the participants are forty-one students from two multilevel classes of the 1st cycle of basic education, the two respective headteachers of the classes, and forty of the respective parents. Answering the research questions and achieving the proposed objectives was made possible through several data instruments: direct observation; logbooks; semi-structured interviews; informal conversations; questionnaires; focus groups and document collection. The results obtained show that all the key interlocutors present in the study agree that there are more potentialities than limitations in multilevel classes, and the acquired competencies that meet with greater consensus are empathy and humility, which translate into mutual help and knowing how to ask for and receive help; tolerance and respect for difference; and autonomy, which is reflected in learning to manage individual time, manage task priorities, and know when to intervene. The limitations felt by each key contributor are distinct, as professors feel stronger challenges in time management and content creation; pupils on the other hand, feel that time spent by the professors decreases depending on the school grade; Parents/ Guardians fear Professors might not have enough availability for students who show further learning difficulties.
ABSTRACT This study was carried out as part of a curricular internship to obtain a Master’s degree in Pre-school Education and Primary School Education. This qualitative research study aims at understanding the curriculum management, potentialities, limitations, and skills acquired by students in multilevel classes in the 1st cycle of basic education. It is framed within an interpretative paradigm and a case study. Thus, the participants are forty-one students from two multilevel classes of the 1st cycle of basic education, the two respective headteachers of the classes, and forty of the respective parents. Answering the research questions and achieving the proposed objectives was made possible through several data instruments: direct observation; logbooks; semi-structured interviews; informal conversations; questionnaires; focus groups and document collection. The results obtained show that all the key interlocutors present in the study agree that there are more potentialities than limitations in multilevel classes, and the acquired competencies that meet with greater consensus are empathy and humility, which translate into mutual help and knowing how to ask for and receive help; tolerance and respect for difference; and autonomy, which is reflected in learning to manage individual time, manage task priorities, and know when to intervene. The limitations felt by each key contributor are distinct, as professors feel stronger challenges in time management and content creation; pupils on the other hand, feel that time spent by the professors decreases depending on the school grade; Parents/ Guardians fear Professors might not have enough availability for students who show further learning difficulties.
Description
Keywords
Turmas multinível; práticas pedagógicas; 1.º Ciclo do Ensino Básico. Multi-level classes; pedagogical practices; 1st cycle of basic education.