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Aprender com alegria: uma abordagem ativa e colaborativa em uma turma de 3º ano do ensino básico
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O presente relatório de investigação explora a abordagem
pedagógica “Aprender com Alegria” que se fundamenta na introdução de
elementos lúdicos e motivacionais no processo educativo. O estudo
concentrou-se na implementação dessa metodologia em uma turma de 3º
ano do 1º ciclo do ensino básico em Portugal, visando avaliar sua eficácia e
repercussões no contexto educacional. A pesquisa adotou uma abordagem
metodológica qualitativa, onde investiguei os impactos da abordagem
pedagógica no desempenho educativo dos alunos, no envolvimento ativo
destes no processo de aprendizagem e no ambiente em sala de aula. Com
base em uma revisão da literatura existente sobre abordagens pedagógicas
alternativas e teorias motivacionais, o estudo delineou as bases teóricas que
sustentam a implementação do método e a sua pertinência para o contexto
educacional português. A fase de implementação prática envolveu a
conceção e aplicação de atividades pedagógicas que integraram elementos
lúdicos e motivacionais, adaptados às características específicas da turma
em análise. A recolha de dados abrangeu avaliação de desempenho,
observação participante, questionário e entrevistas, proporcionando uma
análise holística dos efeitos desta abordagem. Os resultados obtidos
sugerem que a introdução da abordagem “Aprender com Alegria” na turma
em questão produziu benefícios, manifestados através de níveis
aprimorados de participação dos alunos, aumento da motivação intrínseca
e melhorias no rendimento escolar. No entanto, a pesquisa também destaca
desafios associados à implementação desta abordagem, como por exemplo
a resistência dos alunos à nova abordagem utilizada em sala de aula. Assim
sendo, realizo uma análise crítica das implicações e considerações práticas.
The present investigation report explores the pedagogical approach "Learning with Joy," which is based on the introduction of playful and motivational elements into the educational process. The study focused on the implementation and analysis of this methodology in a 3rd-grade class in the first cycle of primary education in Portugal, aiming to evaluate its effectiveness and impact in the educational context. The research adopted a qualitative methodological approach, examining the effects of the pedagogical approach on students' academic performance, their active engagement in the learning process, and the classroom environment. Based on a review of existing literature on alternative pedagogical approaches and motivational theories, the study outlined the theoretical foundations supporting the implementation of this method and its relevance to the Portuguese educational context. The practical implementation phase involved designing and applying pedagogical activities that incorporated playful and motivational elements, adapted to the specific characteristics of the class under study. Data collection included performance assessments, participant observations, questionnaires, and interviews, providing a holistic analysis of the effects of this approach. The results suggest that introducing the “Learning with Joy” approach in the targeted class produced benefits, evidenced by higher levels of student participation, increased intrinsic motivation, and improvements in academic performance. However, the research also highlights challenges associated with implementing this approach, such as students’ initial resistance to the new classroom methodology. Consequently, a critical analysis of the practical implications and considerations is presented.
The present investigation report explores the pedagogical approach "Learning with Joy," which is based on the introduction of playful and motivational elements into the educational process. The study focused on the implementation and analysis of this methodology in a 3rd-grade class in the first cycle of primary education in Portugal, aiming to evaluate its effectiveness and impact in the educational context. The research adopted a qualitative methodological approach, examining the effects of the pedagogical approach on students' academic performance, their active engagement in the learning process, and the classroom environment. Based on a review of existing literature on alternative pedagogical approaches and motivational theories, the study outlined the theoretical foundations supporting the implementation of this method and its relevance to the Portuguese educational context. The practical implementation phase involved designing and applying pedagogical activities that incorporated playful and motivational elements, adapted to the specific characteristics of the class under study. Data collection included performance assessments, participant observations, questionnaires, and interviews, providing a holistic analysis of the effects of this approach. The results suggest that introducing the “Learning with Joy” approach in the targeted class produced benefits, evidenced by higher levels of student participation, increased intrinsic motivation, and improvements in academic performance. However, the research also highlights challenges associated with implementing this approach, such as students’ initial resistance to the new classroom methodology. Consequently, a critical analysis of the practical implications and considerations is presented.
Descrição
Palavras-chave
Joyful Learning Aprender com alegria Aprendizagem divertida Elementos lúdicos e motivacionais Joyful Learning Learning with joy Fun learning Playful and motivational elements