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O Movimento da Escola Moderna em 1Âș Ciclo: A influĂȘncia no processo interativo
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Abstract(s)
A presente dissertação foi desenvolvida no Ăąmbito do curso Mestrado de Qualificação para a DocĂȘncia em Educação PrĂ©-Escolar e 1Âș. Ciclo do Ensino BĂĄsico, e partiu de um conjunto de observaçÔes efetuadas no local de estĂĄgio: numa sala de 2Âș ano de escolaridade cujo modelo pedagĂłgico adotado Ă© o Movimento da Escola Moderna (MEM). O trabalho desenvolvido teve por finalidade caracterizar o MEM, quanto aos seus princĂpios, objetivos e organização curricular e, em particular, enquanto elo de ligação na relação pedagĂłgica. A relação pedagĂłgica constitui uma relação educativa e social que se estabelece entre o docente e o aluno.
A recolha de informação necessĂĄria Ă concretização dos objetivos propostos foi efetuada, alĂ©m da consulta de autores de referĂȘncia, atravĂ©s de entrevistas semi diretivas a docentes do 2Âș e 4Âșanos de escolaridade que operacionalizam o MEM na sua atividade profissional. Os testemunhos das docentes, sobre as suas prĂĄticas e princĂpios de atuação, proporcionaram uma visĂŁo mais concreta e contextualizada sobre o MEM, a relação pedagĂłgica que estabelecem com os seus grupos de trabalho e sobre a interação entre estas duas dimensĂ”es.
Os resultados sugerem que a relação pedagĂłgica Ă© fortemente influenciada pelas caracterĂsticas desta pedagogia cujos princĂpios constituem, de acordo com a literatura, elementos-chave para a construção de uma relação pedagĂłgica positiva.
The present dissertation was developed within the scope of the Master Course of Qualification for Teaching in Pre-School Education and 1st. Cycle of Basic Education, and started from a set of observations made at the stage: in a room of 2nd year of schooling whose pedagogical model adopted is the Movement of the Modern School (MEM). The purpose of the work was to characterize the MEM, its principles, objectives and curricular organization and, in particular, as a link in the pedagogical relation. The pedagogical relationship constitutes an educational and social relationship that is established between the teacher and the student. The collection of information necessary to achieve the proposed objectives was carried out, in addition to the consultation of reference authors, through semi-directive interviews to teachers of the 2nd and 4th grades of schooling that operationalize the MEM in their professional activity. The teachers' testimonies, about their practices and principles of action, provided a more concrete and contextualized vision about the MEM, the pedagogical relationship they establish with their work groups and about the interaction between these two dimensions. The results suggest that the pedagogical relationship is strongly influenced by the characteristics of this pedagogy whose principles constitute, according to the literature, key elements for the construction of a positive pedagogical relation.
The present dissertation was developed within the scope of the Master Course of Qualification for Teaching in Pre-School Education and 1st. Cycle of Basic Education, and started from a set of observations made at the stage: in a room of 2nd year of schooling whose pedagogical model adopted is the Movement of the Modern School (MEM). The purpose of the work was to characterize the MEM, its principles, objectives and curricular organization and, in particular, as a link in the pedagogical relation. The pedagogical relationship constitutes an educational and social relationship that is established between the teacher and the student. The collection of information necessary to achieve the proposed objectives was carried out, in addition to the consultation of reference authors, through semi-directive interviews to teachers of the 2nd and 4th grades of schooling that operationalize the MEM in their professional activity. The teachers' testimonies, about their practices and principles of action, provided a more concrete and contextualized vision about the MEM, the pedagogical relationship they establish with their work groups and about the interaction between these two dimensions. The results suggest that the pedagogical relationship is strongly influenced by the characteristics of this pedagogy whose principles constitute, according to the literature, key elements for the construction of a positive pedagogical relation.
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Keywords
cooperação autonomia diferenciação poder relação pedagógica responsabilidade partilha Movimento Escola Moderna cooperation autonomy differentiation power Pedagogical relationship responsibility Sharing Modern School Movement