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Publication
A diferenciação pedagógica no desenvolvimento da escrita
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| 4.81 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório de investigação, intitulado A Diferenciação Pedagógica no
Desenvolvimento da Escrita, foi elaborado no âmbito do Mestrado em Educação Pré Escolar e Ensino do 1.º Ciclo do Ensino Básico e teve como objetivo central analisar e
compreender a importância da diferenciação pedagógica no desenvolvimento da
competência de escrita, numa turma do 4.º ano do 1.º Ciclo do Ensino Básico.
Com base numa abordagem qualitativa, este estudo procurou explorar como a
implementação de estratégias diferenciadas, nomeadamente o trabalho cooperativo em
grupos heterogéneos, contribui para o progresso dos alunos no domínio da escrita. O
projeto foi estruturado em torno de sequências didáticas focadas na produção de textos
narrativos, com o objetivo de proporcionar experiências de escrita significativas e
adaptadas às necessidades individuais e coletivas dos alunos.
O estudo teve como suporte a observação, planificação, ação e reflexão das
intervenções, integrando instrumentos como notas de campo, registos áudio e a análise
das produções escritas dos alunos. As intervenções realizadas em sala de aula
incluíram tarefas diferenciadas e momentos de feedback, permitindo uma análise
detalhada das aprendizagens e do impacto das estratégias implementadas.
Os resultados evidenciaram progressos significativos na organização, criatividade e
coesão textual dos alunos, confirmando que a diferenciação pedagógica e o trabalho
cooperativo são metodologias eficazes para o desenvolvimento da escrita. Este estudo
destaca, assim, a importância de práticas pedagógicas inclusivas, que promovam a
equidade e o potencial de cada aluno, e reforça o papel do professor enquanto mediador
no processo de ensino-aprendizagem.
This research report, entitled Pedagogical Differentiation in the Development of Writing, was prepared within the scope of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education. Its main objective was to analyze and understand the importance of pedagogical differentiation in the development of writing skills in a 4th -grade class of the 1st Cycle of Basic Education. Based on a qualitative approach, this study sought to explore how the implementation of differentiated strategies, particularly cooperative work in heterogeneous groups, contributes to students progress in the field of writing. The project was structured around didactic sequences focused on the production of narrative texts, with the goal of providing meaningful writing experiences tailored to the individual and collective needs of the students. The study was supported by observation, planning, action, and reflection on interventions, integrating tools such as field notes, audio recordings, and the analysis of students' written productions. The interventions carried out in the classroom included differentiated tasks and moments of feedback, allowing for a detailed analysis of learning outcomes and the impact of the implemented strategies. The results revealed significant progress in students' organization, creativity, and textual cohesion, confirming that pedagogical differentiation and cooperative work are effective methodologies for the development of writing. This study highlights the importance of inclusive pedagogical practices that promote equity and the potential of each student and reinforces the role of the teacher as a mediator in the teaching-learning process.
This research report, entitled Pedagogical Differentiation in the Development of Writing, was prepared within the scope of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education. Its main objective was to analyze and understand the importance of pedagogical differentiation in the development of writing skills in a 4th -grade class of the 1st Cycle of Basic Education. Based on a qualitative approach, this study sought to explore how the implementation of differentiated strategies, particularly cooperative work in heterogeneous groups, contributes to students progress in the field of writing. The project was structured around didactic sequences focused on the production of narrative texts, with the goal of providing meaningful writing experiences tailored to the individual and collective needs of the students. The study was supported by observation, planning, action, and reflection on interventions, integrating tools such as field notes, audio recordings, and the analysis of students' written productions. The interventions carried out in the classroom included differentiated tasks and moments of feedback, allowing for a detailed analysis of learning outcomes and the impact of the implemented strategies. The results revealed significant progress in students' organization, creativity, and textual cohesion, confirming that pedagogical differentiation and cooperative work are effective methodologies for the development of writing. This study highlights the importance of inclusive pedagogical practices that promote equity and the potential of each student and reinforces the role of the teacher as a mediator in the teaching-learning process.
Description
Keywords
Diferenciação pedagógica Trabalho cooperativo Desenvolvimento da escrita Sequência Didática Narrativa Pedagogical differentiation Cooperative Work Writing Development Didactic Sequence Narrative