A carregar...
Publicação
Projeto Interdisciplinar: Integração Curricular e Avaliação
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 5.28 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
A dissertação, intitulada Projeto interdisciplinar: Integração Curricular e
Avaliação, apresenta-se como trabalho final do mestrado em Educação Pré-Escolar e
Ensino do 1.º Ciclo do Ensino Básico. O estudo foi conduzido numa turma de 1.º ano de
uma IPSS de Cascais, composta por 17 crianças (10 raparigas e 7 rapazes, todas com seis
anos).
O objetivo central foi averiguar o impacto da abordagem de integração curricular
nas práticas de ensino e na aprendizagem, respondendo a duas questões: (i) como reagem
os alunos a tarefas interdisciplinares pouco habituais e (ii) que efeito têm tais tarefas nos
seus resultados escolares.
Entre dezembro e março, a autora implementou sete sessões-âncora que articularam
Português, Matemática e Estudo do Meio (algumas incluindo TIC), seguindo o ciclo
investigação-ação planeamento, ação, observação e reflexão. O desenho metodológico
foi qualitativo e participativo, recorrendo a observação sistemática, produções dos alunos,
autoavaliações, notas de campo e testes diagnósticos, formativos e sumativos, com
tratamento de dados por categorização temática e triangulação de fontes.
A triangulação revelou ganhos em seis eixos: participação, competências
disciplinares, transferência de conhecimento, autorregulação, bem-estar/motivação e
impacto na prática docente. As crianças mantiveram médias globais acima de 85 %, com
subida assinalável em Português e desempenho estável (embora ligeiramente inferior) em
Matemática; Estudo do Meio manteve valores de excelência. Observou-se ainda redução
de comportamentos disruptivos e fortalecimento do clima de sala.
O estudo conclui que a integração curricular, apoiada em investigação-ação, é
viável no 1.º ciclo e potencia aprendizagens significativas, inclusão e motivação. Sugerese, por fim, alargar a intervenção no tempo e comparar turmas para aferir impactos de
longa duração.
The dissertation, Interdisciplinary Project: Curriculum Integration and Assessment, is presented as the capstone work for the Master’s degree in Preschool Education and Primary Education. The study was carried out with a first-grade class at a Private Institution of Social Solidarity (IPSS) in Cascais, comprising 17 children (10 girls and 7 boys, all six years old). The main objective was to examine the impact of a curriculum-integration approach on teaching practices and learning, addressing two key questions: (i) how pupils react to atypical interdisciplinary tasks and (ii) what effect such tasks have on their academic results. Between December and March, the author implemented seven anchor sessions that integrated Portuguese, Mathematics, and Environmental Studies (some also including ICT), following the action-research cycle of planning, action, observation, and reflection. The methodological design was qualitative and participatory, drawing on systematic observation, pupil work, self-assessments, field notes, and diagnostic, formative, and summative tests; data were analysed through thematic categorisation and source triangulation. Triangulation revealed improvements across six domains: participation, disciplinary skills, knowledge transfer, self-regulation, well-being/motivation, and impact on teaching practice. The children’s overall averages remained above 85 %, with a marked increase in Portuguese and stable—though slightly lower—performance in Mathematics; Environmental Studies consistently showed excellent results. Disruptive behaviours decreased, and the classroom climate strengthened. The study concludes that curriculum integration, supported by action research, is feasible in the first cycle of basic education and fosters meaningful learning, inclusion, and motivation. It recommends extending the intervention over a longer period and comparing different classes to assess long-term impacts.
The dissertation, Interdisciplinary Project: Curriculum Integration and Assessment, is presented as the capstone work for the Master’s degree in Preschool Education and Primary Education. The study was carried out with a first-grade class at a Private Institution of Social Solidarity (IPSS) in Cascais, comprising 17 children (10 girls and 7 boys, all six years old). The main objective was to examine the impact of a curriculum-integration approach on teaching practices and learning, addressing two key questions: (i) how pupils react to atypical interdisciplinary tasks and (ii) what effect such tasks have on their academic results. Between December and March, the author implemented seven anchor sessions that integrated Portuguese, Mathematics, and Environmental Studies (some also including ICT), following the action-research cycle of planning, action, observation, and reflection. The methodological design was qualitative and participatory, drawing on systematic observation, pupil work, self-assessments, field notes, and diagnostic, formative, and summative tests; data were analysed through thematic categorisation and source triangulation. Triangulation revealed improvements across six domains: participation, disciplinary skills, knowledge transfer, self-regulation, well-being/motivation, and impact on teaching practice. The children’s overall averages remained above 85 %, with a marked increase in Portuguese and stable—though slightly lower—performance in Mathematics; Environmental Studies consistently showed excellent results. Disruptive behaviours decreased, and the classroom climate strengthened. The study concludes that curriculum integration, supported by action research, is feasible in the first cycle of basic education and fosters meaningful learning, inclusion, and motivation. It recommends extending the intervention over a longer period and comparing different classes to assess long-term impacts.