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TRABALHOS PARA CASA: “UM BICHO-DE-SETE-CABEÇAS?"
| Name: | Description: | Size: | Format: | |
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| 1.84 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Os Trabalhos Para Casa (TPC) são um elemento da prática pedagógica de muitos
docentes e da vida escolar de muitos alunos. Apesar da sua longevidade e
popularidade, os TPC são alvo na literatura de opiniões diferentes, quanto à sua gestão
e benefícios que trazem às aprendizagens dos alunos. O presente estudo procurou
identificar as perceções que professores e alunos do 1.º Ciclo do Ensino Básico têm
sobre a utilidade, efeitos e condições de realização dos TPC. Para o efeito, e no
contexto de um estudo de caso, centrado numa instituição privada de solidariedade
social da região de Lisboa, entrevistaram-se 10 docentes dos 3.º e 4.º anos de
escolaridade e inquiriram-se por questionário 158 alunos, entre os 8 e os 10 anos de
idade, das respetivas turmas.
Os resultados sugerem que a maioria dos professores concorda com a prática dos TPC,
desde que pouco absorvente em termos de tempo. A falta de tempo disponível para
atividades não letivas é o principal argumento apresentado pelos docentes que
manifestaram uma opinião menos favorável sobre os TPC. O envolvimento da família
na realização dos TPC foi também defendido pela maioria dos docentes com base nos
seus efeitos motivacionais sobre aprendizagens escolares, uma função que reúne
opiniões diversificadas na literatura. Os alunos inquiridos evidenciaram na sua maioria
opiniões bastante positivas quanto à relevância, interesse e quantidade de TPC e
quanto às condições em que os realizam. Os alunos mais novos (8 anos) percecionam
uma menor participação dos pais na realização dos TPC, sugerindo uma maior
autonomia, e têm uma opinião mais favorável sobre a utilidade e interesse dos
mesmos, um resultado que sugere uma maior facilidade na realização das tarefas. A
análise efetuada por ano de escolaridade corrobora este resultado.
Entre as propostas apresentadas para estudos futuros, inclui-se também a análise das
perspetivas sobre os TPC de um terceiro interveniente, os encarregados da educação.
Homework is an element of the pedagogical practice of many teachers and the school life of many students. Despite their longevity and popularity, homework’s are targeted in the literature for different opinions about their management and the benefits they bring to student learning. The present study sought to identify the perceptions that teachers and students of the 1st Cycle of Basic Education have about the utility, effects and conditions of realization of homework. For this purpose, and in the context of a case study, centered on a private social solidarity institution in the Lisbon region, 10 teachers from the 3rd and 4th years of schooling were interviewed and 158 students were interviewed, between the ages of 8 and 10, of their respective classes. The results suggest that most teachers agree with the practice of homework, since it is not very absorbing in terms of time. The lack of time available for non-teaching activities is the main argument put forward by teachers who have expressed a less favorable view of homework. The involvement of the family in the realization of homework was also defended by the majority of teachers based on their motivational effects on school learning, a function that brings together diverse opinions in the literature. The majority of the interviewed students showed very positive opinions about the relevance, interest and quantity of homework and the conditions under which they perform them. The younger students (8 years old) perceive a lower participation of the parents in the realization of the homework, suggesting a greater autonomy, and have a more favorable opinion about their usefulness and interest, a result that suggests a greater ease in the accomplishment of the tasks. The analysis carried out per year of schooling corroborates this result. Among the proposals presented for future studies are also the analysis of the perspectives on the homework of a third party, those in charge of education.
Homework is an element of the pedagogical practice of many teachers and the school life of many students. Despite their longevity and popularity, homework’s are targeted in the literature for different opinions about their management and the benefits they bring to student learning. The present study sought to identify the perceptions that teachers and students of the 1st Cycle of Basic Education have about the utility, effects and conditions of realization of homework. For this purpose, and in the context of a case study, centered on a private social solidarity institution in the Lisbon region, 10 teachers from the 3rd and 4th years of schooling were interviewed and 158 students were interviewed, between the ages of 8 and 10, of their respective classes. The results suggest that most teachers agree with the practice of homework, since it is not very absorbing in terms of time. The lack of time available for non-teaching activities is the main argument put forward by teachers who have expressed a less favorable view of homework. The involvement of the family in the realization of homework was also defended by the majority of teachers based on their motivational effects on school learning, a function that brings together diverse opinions in the literature. The majority of the interviewed students showed very positive opinions about the relevance, interest and quantity of homework and the conditions under which they perform them. The younger students (8 years old) perceive a lower participation of the parents in the realization of the homework, suggesting a greater autonomy, and have a more favorable opinion about their usefulness and interest, a result that suggests a greater ease in the accomplishment of the tasks. The analysis carried out per year of schooling corroborates this result. Among the proposals presented for future studies are also the analysis of the perspectives on the homework of a third party, those in charge of education.
Description
Keywords
Trabalhos para casa, 1.º Ciclo do Ensino Básico, opiniões de professores, opiniões de alunos, envolvimento parental. Homework, 1st Cycle of Basic Education, opinions of teachers, opinions of students, parental involvement.