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Cooperar para aprender e aprender a cooperar: a promoção de competências sociais no 1º ano do 1º ciclo do Ensino Básico
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Advisor(s)
Abstract(s)
O presente relatório, resulta do trabalho desenvolvido ao longo do estágio do 2º ano do
Mestrado em Educação Pré-Escolar e Ensino do 1ºCiclo do Ensino Básico. O estágio,
decorreu no 1.º Ciclo do Ensino Básico, numa turma do 1º ano de escolaridade, no ano
letivo de 2024-2025.
Considerando o trabalho cooperativo como um aspeto fundamental no processo de
ensino-aprendizagem e no desenvolvimento de competências sociais nos alunos,
pretende-se com este trabalho, entender de que forma se poderá promover, através de
práticas e técnicas cooperativas, algumas competências sociais nos alunos. As técnicas
aplicadas, assim como todo o processo de intervenção, tiveram como base não só a
aprendizagem cooperativa como também as necessidades e interesses dos alunos.
A metodologia aplicada foi a de investigação-ação, permitindo deste modo, a articulação
entre a teoria e a prática.
Os resultados evidenciaram que a implementação do trabalho cooperativo contribuiu
significativamente para o desenvolvimento de competências sociais nos alunos,
nomeadamente a partilha, a entreajuda, a escuta ativa, o respeito pelo outro e a
responsabilidade partilhada. Verificou-se uma melhoria nas interações entre pares, com a
redução de conflitos e o desenvolvimento da capacidade de cooperação. Os alunos
demonstraram ainda progressos na capacidade de autorreflexão sobre o seu desempenho
nas atividades cooperativas, revelando uma maior consciência metacognitiva e sentido de
responsabilidade. Estes dados indicaram que a aprendizagem cooperativa constituiu uma
abordagem eficaz, com uma influência positiva nas relações interpessoais, no ambiente
da sala de aula e na qualidade das aprendizagens
This final report results from the work developed during the internship of the 2nd year of the master’s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. The internship took place in the 1st Cycle of Basic Education, in a 1st-year class, during the 2024–2025 academic year. Considering cooperative work as a fundamental aspect of the teaching-learning process and of the development of students’ social skills, this report aims to understand how certain social competencies can be promoted through cooperative practices and techniques. The applied techniques, as well as the entire intervention process, were based not only on cooperative learning but also on the students’ needs and interests. The methodology used was action research, allowing for an articulation between theory and practice. The results showed that the implementation of cooperative work significantly contributed to the development of students’ social skills, namely sharing, mutual help, active listening, respect for others, and shared responsibility. An improvement in peer interactions was observed, with a reduction in conflicts and the development of cooperative abilities. Students also showed progress in their ability to self-reflect on their performance in cooperative activities, demonstrating greater metacognitive awareness and a sense of responsibility. These findings indicated that cooperative learning proved to be an effective approach, with a positive influence on interpersonal relationships, the classroom environment, and the quality of learning.
This final report results from the work developed during the internship of the 2nd year of the master’s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. The internship took place in the 1st Cycle of Basic Education, in a 1st-year class, during the 2024–2025 academic year. Considering cooperative work as a fundamental aspect of the teaching-learning process and of the development of students’ social skills, this report aims to understand how certain social competencies can be promoted through cooperative practices and techniques. The applied techniques, as well as the entire intervention process, were based not only on cooperative learning but also on the students’ needs and interests. The methodology used was action research, allowing for an articulation between theory and practice. The results showed that the implementation of cooperative work significantly contributed to the development of students’ social skills, namely sharing, mutual help, active listening, respect for others, and shared responsibility. An improvement in peer interactions was observed, with a reduction in conflicts and the development of cooperative abilities. Students also showed progress in their ability to self-reflect on their performance in cooperative activities, demonstrating greater metacognitive awareness and a sense of responsibility. These findings indicated that cooperative learning proved to be an effective approach, with a positive influence on interpersonal relationships, the classroom environment, and the quality of learning.
Description
Keywords
metodologias ativas aprendizagem cooperativa competências sociais 1.º Ciclo do Ensino Básico