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A importância da diferenciação pedagógica para a aprendizagem de todos os alunos no 1.º ciclo do ensino básico: as mesas de estudo como uma prática pedagógica
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O presente relatório de investigação insere-se no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e tem como tema central a diferenciação pedagógica, enquanto prática promotora da aprendizagem de todos os alunos. A diversidade existente nas salas de aula atuais exige do professor uma ação pedagógica flexível e intencional, capaz de responder às necessidades individuais, promovendo a equidade e a inclusão educativa. O principal objetivo deste estudo consiste em compreender de que modo a prática das Mesas de Estudo, enquanto estratégia de diferenciação pedagógica, contribui para a aprendizagem de todos os alunos no 1.º Ciclo do Ensino Básico. A investigação seguiu uma abordagem qualitativa e baseou-se numa metodologia de investigação sobre a prática, recorrendo à observação participante, à análise documental e à recolha de feedback dos alunos. O projeto Mesas de Estudo foi desenvolvido no contexto do Tempo de Estudo Autónomo e envolveu a organização de pequenos grupos de trabalho, centrados nas dificuldades específicas dos alunos. Os resultados evidenciaram que as Mesas de Estudo potenciaram a participação, o envolvimento e a motivação dos alunos, permitindo um acompanhamento mais individualizado e colaborativo. Conclui-se que a diferenciação pedagógica, operacionalizada através das Mesas de Estudo, constitui uma estratégia eficaz para promover aprendizagens significativas e equitativas, valorizando a heterogeneidade comooportunidade de crescimento para todos.
This research report is part of the Master’s Degree in Pre-School and Primary Education and focuses on pedagogical differentiation as a practice that promotes the learning of all pupils. The diversity present in today’s classrooms requires teachers to adopt flexible and intentional pedagogical approaches that address individual needs while promoting equity and educational inclusion. The main aim of this study is to understand how the Study Tables project, as a differentiated pedagogical strategy, contributes to the learning of all pupils in the 1st Cycle of Basic Education. The research followed a qualitative approach and adopted a practice based investigation methodology, drawing on participant observation, document analysis, and pupils’ feedback. The Study Tables project was implemented within the Autonomous Study period, involving small working groups focused on specific learning difficulties. The findings revealed that the Study Tables fostered pupils’ engagement, motivation, and active participation, enabling more individualised and collaborative learning support. It is concluded that pedagogical differentiation, operationalised through the Study Tables, constitutes an effective strategy to promote meaningful and equitable learning, valuing diversity as an opportunity for collective growth.
This research report is part of the Master’s Degree in Pre-School and Primary Education and focuses on pedagogical differentiation as a practice that promotes the learning of all pupils. The diversity present in today’s classrooms requires teachers to adopt flexible and intentional pedagogical approaches that address individual needs while promoting equity and educational inclusion. The main aim of this study is to understand how the Study Tables project, as a differentiated pedagogical strategy, contributes to the learning of all pupils in the 1st Cycle of Basic Education. The research followed a qualitative approach and adopted a practice based investigation methodology, drawing on participant observation, document analysis, and pupils’ feedback. The Study Tables project was implemented within the Autonomous Study period, involving small working groups focused on specific learning difficulties. The findings revealed that the Study Tables fostered pupils’ engagement, motivation, and active participation, enabling more individualised and collaborative learning support. It is concluded that pedagogical differentiation, operationalised through the Study Tables, constitutes an effective strategy to promote meaningful and equitable learning, valuing diversity as an opportunity for collective growth.
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Diferenciação pedagógica Mesas de estudo Aprendizagem Inclusão Ensino básico Pedagogical differentiation Study tables Learning Inclusion Primary education