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Atividades de enriquecimento curricular no 1º ciclo: conceções sobre o professor, as potencialidades e limitações - Um estudo de caso
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O presente estudo foi desenvolvido no âmbito do Mestrado de Qualificação para a Docência
em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, tendo como foco as
Atividades de Enriquecimento Curricular (AEC) no 1.º Ciclo do Ensino Básico (CEB). Partindo
da experiência da investigadora em contexto educativo e de questões emergentes da prática
pedagógica, a investigação procurou compreender as conceções dos professores das AEC
relativamente ao seu perfil profissional, bem como as perceções de professores e alunos acerca
das potencialidades e limitações destas atividades no quotidiano escolar.
A investigação enquadra-se numa abordagem qualitativa, de natureza interpretativa,
concretizada através de um estudo de caso desenvolvido numa escola pública. Para a recolha
de dados recorreu-se a entrevistas semidiretivas a cinco professores responsáveis pela
lecionação das AEC e à aplicação de questionários com questões abertas a alunos do 1.º ao 4.º
ano do 1.º CEB. A análise dos dados foi realizada através da análise de conteúdo, permitindo
identificar categorias e padrões significativos nos discursos dos participantes.
Os resultados evidenciam a valorização das dimensões relacionais e humanas do perfil do
professor das AEC, destacando características como a proximidade, a empatia, a flexibilidade
e a adaptação às necessidades das crianças. As AEC são reconhecidas por professores e alunos
como um espaço privilegiado de aprendizagem em contextos mais flexíveis, promotor do gosto
pela escola, da motivação, do bem-estar e do desenvolvimento de competências pessoais,
sociais e criativas. Contudo, os dados revelam igualmente limitações associadas à fraca
articulação entre professores das AEC e professores titulares de turma, às condições
organizacionais e à valorização institucional destas atividades, no contexto estudado.
De um modo geral, o estudo evidencia a importância das AEC enquanto contributo relevante
para uma educação integral, sublinhando a necessidade de uma maior articulação pedagógica,
valorização profissional e integração das AEC nos Projetos Educativos das escolas.
The present study was developed within the scope of the Master’s Degree in Qualification for Teaching in Pre-School Education and Primary Education and focuses on the Curricular Enrichment Activities (CEA) in Primary School. Drawing on the researcher’s professional experience in an educational context and on issues emerging from pedagogical practice, this study aimed to understand the conceptions of CEA teachers regarding their professional profile, as well as the perceptions of teachers and pupils concerning the potentialities and limitations of these activities in everyday school life. This research follows a qualitative, interpretative approach and was conducted through a case study developed in a public school. Data were collected through semi-structured interviews with teachers responsible for the Curricular Enrichment Activities and through questionnaires with open-ended questions applied to pupils from the 1st to the 4th year of Primary School. Data analysis was carried out using content analysis, allowing the identification of meaningful categories and patterns in the participants’ discourses. The results highlight the value attributed to the relational and human dimensions of the profile of the CEA teacher, emphasizing characteristics such as proximity, empathy, flexibility and adaptation to children’s needs. Curricular Enrichment Activities are recognised by both teachers and pupils as a privileged space for learning in more flexible contexts, promoting enjoyment of school, motivation, well-being and the development of personal, social and creative skills. However, the findings also reveal limitations related to weak articulation between CEA teachers and class teachers, organisational conditions and the institutional recognition of these activities within the context studied. Overall, the study underscores the importance of Curricular Enrichment Activities as a relevant contribution to holistic education, highlighting the need for greater pedagogical articulation, professional recognition and stronger integration of these activities within schools’ Educational Projects.
The present study was developed within the scope of the Master’s Degree in Qualification for Teaching in Pre-School Education and Primary Education and focuses on the Curricular Enrichment Activities (CEA) in Primary School. Drawing on the researcher’s professional experience in an educational context and on issues emerging from pedagogical practice, this study aimed to understand the conceptions of CEA teachers regarding their professional profile, as well as the perceptions of teachers and pupils concerning the potentialities and limitations of these activities in everyday school life. This research follows a qualitative, interpretative approach and was conducted through a case study developed in a public school. Data were collected through semi-structured interviews with teachers responsible for the Curricular Enrichment Activities and through questionnaires with open-ended questions applied to pupils from the 1st to the 4th year of Primary School. Data analysis was carried out using content analysis, allowing the identification of meaningful categories and patterns in the participants’ discourses. The results highlight the value attributed to the relational and human dimensions of the profile of the CEA teacher, emphasizing characteristics such as proximity, empathy, flexibility and adaptation to children’s needs. Curricular Enrichment Activities are recognised by both teachers and pupils as a privileged space for learning in more flexible contexts, promoting enjoyment of school, motivation, well-being and the development of personal, social and creative skills. However, the findings also reveal limitations related to weak articulation between CEA teachers and class teachers, organisational conditions and the institutional recognition of these activities within the context studied. Overall, the study underscores the importance of Curricular Enrichment Activities as a relevant contribution to holistic education, highlighting the need for greater pedagogical articulation, professional recognition and stronger integration of these activities within schools’ Educational Projects.