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O Movimento da Escola Moderna numa Turma multinível
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O presente estudo foi concretizado no âmbito do Mestrado de Qualificação para a
Docência em Ensino Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Esta investigação trata-se de um estudo de caso, de natureza qualitativa, que se enquadra
no paradigma interpretativo e que teve como objetivo principal compreender as conceções
sobre o professor, as potencialidades e limitações numa turma multinível, que se rege pelo
modelo pedagógico do Movimento da Escola Moderna (MEM). O tema decorre da
realização de um estágio curricular numa escola privada, despertado pela vontade em
compreender o que os alunos, encarregados de educação e professores pensavam sobre
estar numa turma multinível, com um modelo pedagógico específico.
Sendo assim, foram elaborados dois questionários mistos, um para os alunos, outro para
os encarregados de educação. As duas professoras da turma submeteram-se a duas
entrevistas individuais semidiretivas. A partir das respostas de todos os participantes, foi
possível dar respostas às questões de investigação e concretizar os objetivos delineados.
Os resultados obtidos através da investigação mostram que todos os participantes veem
potencialidades neste tipo de turma, sobretudo, em termos da cooperação desenvolvida.
Os encarregados de educação e os professores salientam a importância do modelo
pedagógico do MEM como fator potenciador do sucesso educativo, enquanto os alunos
realçam o “aprender” como expressão mais referida nos seus discursos. O Tempo de
Estudo Autónomo (TEA) e o Trabalho de Aprendizagem Curricular por Projetos
Cooperativos são os módulos de atividade do modelo pedagógico do MEM mais referidos
em comum, pelos participantes. Por outro lado, em termos de limitações, todos destacam
a conjugação pouco frutífera dos dois anos de escolaridade na mesma turma, em algumas
situações específicas. A autonomia acaba por ser pouco salientada pelos encarregados de
educação, ao contrário da importância que colocam no número de professores que este
tipo de turma deve ter. As características apontadas pelos participantes para o professor
que leciona estas turmas são transversais à lecionação de qualquer turma, salientando-se,
no entanto, a capacidade de implementação da diferenciação pedagógica e a organização
da turma como uma comunidade de aprendizagem
This study was carried out within the scope of the Master's Degree in Qualification for Teaching in Preschool Education and Primary Education. This research is a qualitative case study, which fits into the interpretative paradigm and whose main objective was to understand the conceptions about the teacher, the potentialities and limitations in a multilevel class, which is governed by the pedagogical model of the Modern School Movement (MEM). The theme arises from the completion of a curricular internship in a private school, sparked by the desire to understand what students, guardians and teachers thought about being in a multilevel class, with a specific pedagogical model. Therefore, two mixed questionnaires were prepared, one for the students, the other for the guardians. The two teachers of the class underwent two individual semi-directive interviews. Based on the responses of all participants, it was possible to answer the research questions and achieve the outlined objectives. The results obtained through the research show that all participants see potential in this type of class, especially in terms of the cooperation developed. Parents and teachers highlight the importance of the MEM pedagogical model as a factor that enhances educational success, while students highlight “learning” as the expression most often mentioned in their speeches. Autonomous Study Time (TEA) and Curricular Learning Work through Cooperative Projects are the activity modules of the MEM pedagogical model most commonly mentioned by participants. On the other hand, in terms of limitations, all participants highlight the unfruitful combination of the two years of schooling in the same class, in some specific situations. Autonomy ends up being little highlighted by parents, contrary to the importance they place on the number of teachers that this type of class should have. The characteristics highlighted by the participants for the teacher who teaches these classes are transversal to the teaching of any class, highlighting, however, the ability to implement pedagogical differentiation and the organization of the class as a learning community.
This study was carried out within the scope of the Master's Degree in Qualification for Teaching in Preschool Education and Primary Education. This research is a qualitative case study, which fits into the interpretative paradigm and whose main objective was to understand the conceptions about the teacher, the potentialities and limitations in a multilevel class, which is governed by the pedagogical model of the Modern School Movement (MEM). The theme arises from the completion of a curricular internship in a private school, sparked by the desire to understand what students, guardians and teachers thought about being in a multilevel class, with a specific pedagogical model. Therefore, two mixed questionnaires were prepared, one for the students, the other for the guardians. The two teachers of the class underwent two individual semi-directive interviews. Based on the responses of all participants, it was possible to answer the research questions and achieve the outlined objectives. The results obtained through the research show that all participants see potential in this type of class, especially in terms of the cooperation developed. Parents and teachers highlight the importance of the MEM pedagogical model as a factor that enhances educational success, while students highlight “learning” as the expression most often mentioned in their speeches. Autonomous Study Time (TEA) and Curricular Learning Work through Cooperative Projects are the activity modules of the MEM pedagogical model most commonly mentioned by participants. On the other hand, in terms of limitations, all participants highlight the unfruitful combination of the two years of schooling in the same class, in some specific situations. Autonomy ends up being little highlighted by parents, contrary to the importance they place on the number of teachers that this type of class should have. The characteristics highlighted by the participants for the teacher who teaches these classes are transversal to the teaching of any class, highlighting, however, the ability to implement pedagogical differentiation and the organization of the class as a learning community.
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Turma multinível Modelo Pedagógico do Movimento da Escola Moderna 1º Ciclo do Ensino Básico Multilevel class Pedagogical Model of the Modern School Movement 1st Cycle of Elementary School.