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A implementação de Metodologias Ativas pelo Professor no 1º Ciclo e o seu Encontro com o Perfil do Aluno à Saída do 1º Ciclo do Ensino Básico
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A presente investigação, realizada no âmbito do Mestrado de Qualificação para a
Docência em Educação Pré-escolar e Ensino do 1.º CEB, tem como objetivo compreender
de que forma a utilização de metodologias ativas por professores do 1.º Ciclo, contribui
para o desenvolvimento das competências definidas no Perfil dos Alunos à Saída da
Escolaridade Obrigatória, no contexto do 1.º Ciclo do Ensino Básico.
Num contexto social em constante mudança, torna-se cada vez mais necessário repensar
as práticas pedagógicas e o papel da escola na formação de cidadãos críticos, autónomos
e participativos. O ensino baseado apenas na transmissão de conteúdos já não responde
às exigências da sociedade atual. Assim, é fundamental promover aprendizagens
significativas, acessíveis a todos e que envolvam os alunos de forma ativa e motivadora,
em consonância com os princípios do Perfil dos Alunos à Saída da Escolaridade
Obrigatória.
Com base nesta premissa, o presente estudo, teve como objetivos: (i) identificar as
metodologias ativas mais frequentemente utilizadas por uma professora do 1.º CEB que
leciona uma turma do 3.º ano de escolaridade; (ii) compreender os principais desafios
associados à sua implementação; (iii) analisar em que medida estas práticas contribuem
para a construção do perfil do aluno à saída do 1.º Ciclo. A questão de investigação que
orientou o estudo foi: de que forma a implementação de metodologias ativas vai ao
encontro do perfil do aluno à saída do 1.º ciclo do ensino básico?
A investigação seguiu uma abordagem qualitativa, de orientação interpretativa e
construtivista. A recolha de dados foi realizada através de uma entrevista semiestruturada
a uma docente do 1.º ciclo que recorre sistematicamente a metodologias ativas para
promover a diferenciação pedagógica. A análise de dados organizou-se em subtemas,
permitindo uma compreensão mais aprofundada da perceção destas práticas nos alunos.
Os resultados evidenciam que as metodologias ativas são eficazes quando integradas
numa prática docente reflexiva e centrada no aluno, promovendo o envolvimento e
aprendizagens significativas. O seu sucesso depende da autonomia do professor, da
colaboração entre colegas e da comunicação com as famílias, constituindo-se como parte
de um processo pedagógico exigente, flexível e comprometido com a melhoria continua
e o desenvolvimento integral dos alunos.
The present research, carried out within the scope of the Master's Degree of Qualification for Teaching in Pre-school Education and Teaching of the 1st CEB, aims to understand how the use of active methodologies by teachers of the 1st Cycle, contributes to the development of the competencies defined in the Profile of Students Leaving Compulsory Education, in the context of the 1st Cycle of Basic Education. In a constantly changing social context, it is increasingly necessary to rethink pedagogical practices and the role of the school in the formation of critical, autonomous and participatory citizens. Teaching based only on the transmission of content no longer responds to the demands of today's society. Thus, it is essential to promote meaningful learning, accessible to all and that involves students in an active and motivating way, in line with the principles of the Profile of Students Leaving Compulsory Education. Based on this premise, the present study aimed to: (i) identify the active methodologies most frequently used by a teacher of the 1st CEB who teaches a class of the 3rd year of schooling; (ii) understand the main challenges associated with its implementation; (iii) to analyze to what extent these practices contribute to the construction of the student's profile at the end of the 1st Cycle. The research question that guided the study was: how does the implementation of active methodologies meet the profile of the student leaving the 1st cycle of basic education? The investigation followed a qualitative, interpretative and constructivist approach. Data collection was carried out through a semi-structured interview with a 1st cycle teacher who systematically uses active methodologies to promote pedagogical differentiation. The data analysis was organized into sub-themes, allowing a deeper understanding of the perception of these practices on students. The results show that active methodologies are effective when integrated into a reflective and student-centered teaching practice, promoting engagement and meaningful learning. Its success depends on the autonomy of the teacher, the collaboration between colleagues and the communication with families, constituting itself as part of a demanding pedagogical process, flexible and committed to continuous improvement and the integral development of students.
The present research, carried out within the scope of the Master's Degree of Qualification for Teaching in Pre-school Education and Teaching of the 1st CEB, aims to understand how the use of active methodologies by teachers of the 1st Cycle, contributes to the development of the competencies defined in the Profile of Students Leaving Compulsory Education, in the context of the 1st Cycle of Basic Education. In a constantly changing social context, it is increasingly necessary to rethink pedagogical practices and the role of the school in the formation of critical, autonomous and participatory citizens. Teaching based only on the transmission of content no longer responds to the demands of today's society. Thus, it is essential to promote meaningful learning, accessible to all and that involves students in an active and motivating way, in line with the principles of the Profile of Students Leaving Compulsory Education. Based on this premise, the present study aimed to: (i) identify the active methodologies most frequently used by a teacher of the 1st CEB who teaches a class of the 3rd year of schooling; (ii) understand the main challenges associated with its implementation; (iii) to analyze to what extent these practices contribute to the construction of the student's profile at the end of the 1st Cycle. The research question that guided the study was: how does the implementation of active methodologies meet the profile of the student leaving the 1st cycle of basic education? The investigation followed a qualitative, interpretative and constructivist approach. Data collection was carried out through a semi-structured interview with a 1st cycle teacher who systematically uses active methodologies to promote pedagogical differentiation. The data analysis was organized into sub-themes, allowing a deeper understanding of the perception of these practices on students. The results show that active methodologies are effective when integrated into a reflective and student-centered teaching practice, promoting engagement and meaningful learning. Its success depends on the autonomy of the teacher, the collaboration between colleagues and the communication with families, constituting itself as part of a demanding pedagogical process, flexible and committed to continuous improvement and the integral development of students.