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O portefólio e a aprendizagem no 1º ciclo do ensino básico
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Abstract(s)
O processo de autorregulação não se desenvolve nos alunos de forma espontânea.
Neste sentido, é necessário preparar o trabalho com os alunos, a fim de se conseguir
uma autorregulação eficaz e uma apropriação do significado dos objetivos de
aprendizagem.
No âmbito do Mestrado em Educação Pré-‐Escolar e Ensino do 1º Ciclo do Ensino Básico
realizei um estudo com o objetivo de compreender o contributo do Portefólio,
enquanto instrumento (auto) regulador da aprendizagem. Assim as nossas hipóteses
de trabalho consistiram em analisar como se negociou com os alunos o processo de
construção e como foi dinamizado e utilizado o portefólio, em sala de aula. Com esta
análise procurámos perceber também como é que os alunos evoluíram neste percurso
em termos da sua apropriação deste instrumento para o desenvolvimento das suas
aprendizagens.
A metodologia adotada inscreve-‐se numa abordagem qualitativa com um design
próximo da investigação-‐ação. Os dados foram recolhidos através da observação,
inquérito através de entrevistas e questionário e ainda através de análise documental
dos portefólios dos alunos. Para a análise de dados utilizou-‐se a análise de conteúdo,
em que as categorias se foram construindo no decurso do trabalho. Os resultados mostram que a apropriação de um trabalho novo é gradual e que a
utilização do portefólio, enquanto instrumento de autorregulação, contribui para o
desenvolvimento de um conjunto de aprendizagens que se relacionam com as áreas
curriculares, mas também com a autonomia. O estudo também mostra que o
portefólio assume-se como um instrumento por excelência para a atribuição de
feedback, que também possibilita que os alunos melhorem o seu desempenho.
The process of self-regulation does not develop in the students in a spontaneous way. In this sense, it is necessary to prepare students to work in order to achieve effective self-‐regulation, and ownership of the meaning of the learning objectives. In the context of Masters in Preschool and Primary Teaching Education we conducted a study aimed at understanding the contribution of the Portfolio as an instrument (self) control of learning. So our working hypotheses consisted of examining how students have negotiated with the construction process and how it was used and developed the portfolio in the classroom. With this analysis we also try to understand how students progressed in this path in terms of their appropriation of this tool for the development of their learning. The methodology is part of a qualitative approach with a design close to the action research. Data were collected through observation, investigation through interviews and questionnaire and also through documentary analysis of portfolios of students. For data analysis we used the content analysis, where the categories are gone during the building work. The results show that ownership of a new work is gradual and that the use of the portfolio as a tool for self-‐regulation contributes to the development of a set of learning that relate to curriculum areas, but also with autonomy. The study also shows that the portfolio is assumed as an instrument par excellence for the assignment feedback, which also enables students to improve their performance
The process of self-regulation does not develop in the students in a spontaneous way. In this sense, it is necessary to prepare students to work in order to achieve effective self-‐regulation, and ownership of the meaning of the learning objectives. In the context of Masters in Preschool and Primary Teaching Education we conducted a study aimed at understanding the contribution of the Portfolio as an instrument (self) control of learning. So our working hypotheses consisted of examining how students have negotiated with the construction process and how it was used and developed the portfolio in the classroom. With this analysis we also try to understand how students progressed in this path in terms of their appropriation of this tool for the development of their learning. The methodology is part of a qualitative approach with a design close to the action research. Data were collected through observation, investigation through interviews and questionnaire and also through documentary analysis of portfolios of students. For data analysis we used the content analysis, where the categories are gone during the building work. The results show that ownership of a new work is gradual and that the use of the portfolio as a tool for self-‐regulation contributes to the development of a set of learning that relate to curriculum areas, but also with autonomy. The study also shows that the portfolio is assumed as an instrument par excellence for the assignment feedback, which also enables students to improve their performance
Description
Comunicação apresentada no VI Encontro do CIED - I Encontro Internacional em Estudos Educacionais. Avaliação: Desafios e Riscos, nos dias 15 e 16 de
novembro de 2013, na Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa
Keywords
Avaliação formativa Portefólio Aprendizagem 1º Ciclo do E B Formative assessment Portfolio Learning in the primary education
Citation
Publisher
CIED - Centro de Interdisciplinar de Estudos Educacionais