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Metodologia de Trabalho de Projeto: potencialidades e desafios
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Abstract(s)
Apesar da evolução do ensino em Portugal, é visível que os métodos tradicionais
continuam a persistir nas instituições de ensino. A Metodologia de Trabalho de Projeto
promotora de uma pedagogia oposta ao ensino tradicional, veio romper com este estigma,
uma vez que, neste método, o aluno possui um papel mais ativo na sua aprendizagem e o
papel do professor não passa apenas por transmitir conhecimentos. Este método de
trabalho caracteriza-se por ser um método investigativo centrado na resolução de
problemas e que vai ao encontro das necessidades e interesses dos alunos.
O presente trabalho foi elaborado no âmbito do mestrado em Educação Pré-
Escolar e Ensino do 1.º Ciclo do Ensino Básico, durante a Prática de Ensino
Supervisionada II (PES II), que se desenvolveu numa turma de 1.º ciclo do ensino básico,
no ano letivo de 2019/2020, numa instituição que implementa a Metodologia de Trabalho
de Projeto nas suas práticas educativas. Com este breve estudo pretendeu-se compreender
de que modo uma prática docente baseada na Metodologia de Trabalho de Projeto
contribui para a promoção de aprendizagens significativas e para o desenvolvimento de
competências nos alunos.
Ao longo deste estudo adotou-se uma abordagem qualitativa e interpretativa,
recorrendo a diferentes instrumentos de recolha de dados: a observação direta, a recolha
documental e os questionários.
A análise dos resultados obtidos evidencia positivamente a perspetiva dos alunos,
dos encarregados de educação e do professor cooperante relativamente ao envolvimento
dos alunos na execução de projetos, apresentando-se as suas potencialidades na
aprendizagem e no desenvolvimento de competências nos alunos.
Despite the evolution of Portugal’s education, it's noticeable that traditional methods continue to persist in educational institutions. The Project Based Learning (PBL), promoter of a opposite pedagogy to traditional teaching, came to break with came to break such stigma, since, in this method, the student has a more active role in their learning and the teacher role is just of transmitting knowledge. This method of work is characterized for being an investigative method centered on problem resolution that meets the students needs and interests. The present work elaborated under the Master's degree in Preschool Education and 1st Cycle of Basic Education, during the Supervised Teaching Practice II (STP II), that was developed in a class of 1st Cycle of Basic Education in the academic year 2019/2020, in an institution that implements the Project Based Learning in their educational practices. With this brief study, it was intended to understand how a teaching practice based on Project Based Learning contributes to the promotion of meaningful learning and the development of skills in students. Throughout this study, a qualitative and interpretative approach was adopted using different data collection tools: direct observation, documentary analysis and questionnaires. The analysis of the results obtained positively shows the perspective of the students, the parents and the cooperating teacher in the involvement of students in the project implementation, presenting their potential in learning and developing skills in students
Despite the evolution of Portugal’s education, it's noticeable that traditional methods continue to persist in educational institutions. The Project Based Learning (PBL), promoter of a opposite pedagogy to traditional teaching, came to break with came to break such stigma, since, in this method, the student has a more active role in their learning and the teacher role is just of transmitting knowledge. This method of work is characterized for being an investigative method centered on problem resolution that meets the students needs and interests. The present work elaborated under the Master's degree in Preschool Education and 1st Cycle of Basic Education, during the Supervised Teaching Practice II (STP II), that was developed in a class of 1st Cycle of Basic Education in the academic year 2019/2020, in an institution that implements the Project Based Learning in their educational practices. With this brief study, it was intended to understand how a teaching practice based on Project Based Learning contributes to the promotion of meaningful learning and the development of skills in students. Throughout this study, a qualitative and interpretative approach was adopted using different data collection tools: direct observation, documentary analysis and questionnaires. The analysis of the results obtained positively shows the perspective of the students, the parents and the cooperating teacher in the involvement of students in the project implementation, presenting their potential in learning and developing skills in students
Description
Keywords
Metodologia de Trabalho de Projeto; 1.º Ciclo do Ensino Básico; Aprendizagem; Competências. Project Based Learning; 1st Cycle of Basic Education; Learning; Skills.