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O trabalho de projeto como uma ferramenta poderosa no 1ºCEB: um percurso movido pelo interesse
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O presente relatório de investigação apresenta um estudo realizado em
contexto de 1.º Ciclo do Ensino Básico, numa turma de 3.º ano de
escolaridade, no âmbito do Mestrado em 1.º Ciclo do Ensino Básico e de
Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico.
O estudo tem como tema o Trabalho de Projeto enquanto prática
pedagógica e pretende explorar se esta prática se apresenta como uma
ferramenta poderosa, no sentido em que garante aprendizagens significativas,
com grande potencial de transferência, incluindo a formação psicossocial
integral dos alunos, baseada em práticas cooperativas, adequadas e acessíveis
a ser utilizada em sala de aula. Neste sentido, tive como objetivos
compreender de que modo esta ferramenta pode ser utilizada para fomentar
aprendizagens significativas nos alunos e de que forma pode desenvolver as
relações entre pares.
No que se refere à metodologia adotada, o estudo enquadra-se numa
abordagem de caráter qualitativo sendo ainda fundamentada como
investigação sobre a prática. Durante a investigação, foram realizados
inquéritos por questionário aos alunos de forma a recolher as suas opiniões
sobre o tema. Foram, ainda, recolhidas notas de campo e realizados registos,
em forma de vídeo e fotografia, durante as fases de implementação, com o
intuito de complementar, posteriormente, a análise dos resultados obtidos.
A partir dos resultados observou-se que os alunos aprofundaram
conhecimentos prévios, adquiriram novos conhecimentos e demonstraram
uma maior autonomia e motivação. Além disso, esta prática fomentou a
cooperação entre os pares, desenvolvendo competências sociais
fundamentais. Concluiu-se, assim, que o Trabalho de Projeto é uma
ferramenta eficaz no processo de aprendizagem, promovendo uma ligação
entre a construção do conhecimento e o desenvolvimento social dos alunos.
This research report presents a study carried out in the context of the 1st Cycle of Basic Education, in a 3rd year class, within the scope of the Master's Degree in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. The study has as its theme Project Work as a pedagogical practice and intends to explore whether this practice presents itself as a powerful tool, in the sense that it guarantees significant learning, with great potential for transfer, including the integral psychosocial training of students, based on cooperative practices, appropriate and accessible to be used in the classroom. In this sense, I aimed to understand how this tool can be used to foster meaningful learning in students and how it can develop relationships between peers. Regarding the methodology adopted, the study is part of a qualitative approach and is also based on research on practice. During the research, questionnaire surveys were carried out to the students in order to collect their opinions on the subject. Field notes were also collected and records were made, in the form of video and photography, during the implementation phases, in order to complement, later, the analysis of the results obtained. From the results it was observed that the students deepened previous knowledge, acquired new knowledge and demonstrated greater autonomy and motivation. In addition, this practice fostered cooperation between peers, developing key social skills. It was concluded, therefore, that Project Work is an effective tool in the learning process, promoting a link between the construction of knowledge and the social development of students.
This research report presents a study carried out in the context of the 1st Cycle of Basic Education, in a 3rd year class, within the scope of the Master's Degree in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. The study has as its theme Project Work as a pedagogical practice and intends to explore whether this practice presents itself as a powerful tool, in the sense that it guarantees significant learning, with great potential for transfer, including the integral psychosocial training of students, based on cooperative practices, appropriate and accessible to be used in the classroom. In this sense, I aimed to understand how this tool can be used to foster meaningful learning in students and how it can develop relationships between peers. Regarding the methodology adopted, the study is part of a qualitative approach and is also based on research on practice. During the research, questionnaire surveys were carried out to the students in order to collect their opinions on the subject. Field notes were also collected and records were made, in the form of video and photography, during the implementation phases, in order to complement, later, the analysis of the results obtained. From the results it was observed that the students deepened previous knowledge, acquired new knowledge and demonstrated greater autonomy and motivation. In addition, this practice fostered cooperation between peers, developing key social skills. It was concluded, therefore, that Project Work is an effective tool in the learning process, promoting a link between the construction of knowledge and the social development of students.
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Metodologia do trabalho de projeto Aprendizagens significativas Relações sociais Integração curricular Project work methodology Meaningful learning Social relations Curricular integration