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Tempo de Estudo Autónomo: Perspectiva de um grupo de alunos do 1º Ciclo do Ensino Básico
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Orientador(es)
Resumo(s)
Este estudo investiga as perceções dos alunos sobre o Tempo de Estudo Autónomo
(TEA) e como este se articula com o Plano Individual de Trabalho (PIT), no contexto do
Modelo Pedagógico do Movimento da Escola Moderna (MEM). Surge da necessidade de
compreender como trabalhar futuramente os diferentes ritmos de aprendizagem de cada
aluno em sala de aula, de modo a adaptar estratégias pedagógicas que promovam o sucesso
académico de todos. O estudo inicia com uma breve reflexão acerca da escassez de estudos
na pedagogia que abordem os ritmos de aprendizagem. Contudo, identifica-se no MEM,
especificamente no módulo do TEA, uma abordagem para explorar o tema.
O estudo pretende conhecer e apresentar como os alunos percebem o TEA e como este
influencia as suas decisões e gestão do trabalho em sala de aula. As questões do estudo
abordam a descrição do TEA pelos alunos, e a sua relação com o PIT. Para isso, foram
definidos objetivos específicos para estruturar o estudo e direcionar a coleta e análise de
dados.
Os métodos de investigação incluem observação participante, entrevistas com os
alunos e análise documental fornecida pela professora titular. A pesquisa visa entender
como os alunos do 2.º ano do 1.º ciclo do Ensino Básico percebem o TEA e a sua
articulação com o PIT.
O estudo contribui para uma melhor compreensão das perceções dos alunos sobre
o TEA e a sua implementação eficaz nas salas de aula e sugere intervenções ao nível da
prática pedagógica, permitindo uma abordagem mais individualizada e adaptada aos ritmos
de aprendizagem dos alunos. Evidencia-se o contributo do TEA na valorização da
autonomia do aluno e na diferenciação pedagógica, através do desenvolvimento de
estratégias pedagógicas mais adequadas, assim como o papel dos docentes no apoio
proporcionado a cada aluno no seu processo de aprendizagem, promovendo uma educação
mais inclusiva e personalizada.
This study investigates students' perceptions of Autonomous Study Time (TEA) and its articulation with the Individual Work Plan (PIT) within the context of the Pedagogical Model of the Modern School Movement (MEM). It stems from the need to understand how to address the different learning paces of each student in the classroom, aiming to adapt pedagogical strategies that promote the academic success of all. The study begins with a brief reflection on the scarcity of pedagogical studies addressing learning rhythms. However, it identifies in MEM, specifically in the TEA module, an approach to explore this topic further. The study aims to understand and present how students perceive TEA and how it influences their decisions and task management in the classroom. The research questions address students’ descriptions of TEA and its relationship with PIT. Specific objectives were defined to structure the study and guide the data collection and analysis processes. Additionally, they recognize the importance of self-regulation in the learning process, taking responsibility for their progress and highlighting the role of support provided by teachers, peers, and family members. These findings emphasize the significance of TEA as a pedagogical differentiation tool, fostering student autonomy and adapting to their individual needs. The study contributes to a better understanding of students' perceptions of TEA and its effective implementation in classrooms. It suggests interventions at the pedagogical practice level, enabling a more individualized approach tailored to students' learning rhythms. TEA's role in enhancing student autonomy and pedagogical differentiation is highlighted through the development of more appropriate strategies, as well as the role of teachers in supporting each student in their learning process, promoting a more inclusive and personalized education.
This study investigates students' perceptions of Autonomous Study Time (TEA) and its articulation with the Individual Work Plan (PIT) within the context of the Pedagogical Model of the Modern School Movement (MEM). It stems from the need to understand how to address the different learning paces of each student in the classroom, aiming to adapt pedagogical strategies that promote the academic success of all. The study begins with a brief reflection on the scarcity of pedagogical studies addressing learning rhythms. However, it identifies in MEM, specifically in the TEA module, an approach to explore this topic further. The study aims to understand and present how students perceive TEA and how it influences their decisions and task management in the classroom. The research questions address students’ descriptions of TEA and its relationship with PIT. Specific objectives were defined to structure the study and guide the data collection and analysis processes. Additionally, they recognize the importance of self-regulation in the learning process, taking responsibility for their progress and highlighting the role of support provided by teachers, peers, and family members. These findings emphasize the significance of TEA as a pedagogical differentiation tool, fostering student autonomy and adapting to their individual needs. The study contributes to a better understanding of students' perceptions of TEA and its effective implementation in classrooms. It suggests interventions at the pedagogical practice level, enabling a more individualized approach tailored to students' learning rhythms. TEA's role in enhancing student autonomy and pedagogical differentiation is highlighted through the development of more appropriate strategies, as well as the role of teachers in supporting each student in their learning process, promoting a more inclusive and personalized education.