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Turmas Mistas - Práticas e Conceções de Professores do 1º Ciclo do Ensino Básico
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Abstract(s)
Esta dissertação de mestrado tem como principal propósito descrever e compreender aquilo que é ainda hoje uma realidade nas escolas do 1º Ciclo do Ensino Básico em Portugal, a existência de turmas com diferentes anos de escolaridade (turmas mistas).
Tivemos, desde o início deste estudo, a intenção de compreender quais as conceções que os professores de 1º ciclo tinham sobre as turmas mistas, bem como as práticas utilizadas pelos mesmos em turmas com estas características.
Assim sendo, surgiram-nos algumas questões de pesquisa: Como se caracterizam as práticas educativas dos professores que lecionam em turmas com diferentes anos de escolaridade? Quais as suas maiores dificuldades? Quais as estratégias usadas? E quais as conceções dos professores sobre as vantagens e desvantagens das turmas mistas?
No que diz respeito ao enquadramento teórico, iniciámos o estudo tentando perceber como foi feita a evolução histórica da organização dos alunos em classes, bem como o fenómeno de turma mista. Contudo são poucos os estudos a nível nacional que abordam este tema, o que fez com que nos focássemos em estudos norte-americanos e que, de certo modo, comparássemos as turmas com mais de um ano de escolaridade portuguesas àquilo a que os países anglo-saxónicos chamam de turmas multi-grade.
No âmbito da fundamentação teórica, mostramos o conceito de diferenciação pedagógica por nos parecer pertinente para o trabalho a realizar em turmas com estas características.
No domínio da metodologia da investigação decidimos enveredar, neste estudo, por uma abordagem qualitativa, visto que o nosso objetivo é investigar factos que ocorrem em contexto real. Para que isso acontecesse, entrevistámos professores que lecionassem ou que tivessem lecionado em turmas com diferentes anos de escolaridade, utilizando como método de recolha de dados entrevistas semiestruturadas.
As considerações finais desta investigação demonstram que na generalidade das experiências e perceções dos professores, estes consideram que existem mais desvantagens que vantagens em turmas com estas características. Contudo alguns dos professores alegam também que apesar disso, nos dias de hoje, mesmo as turmas unitárias têm tendência a criar grupos com diferentes anos de escolaridade, pois o nível dos conhecimentos dos alunos não é o mesmo.
This master’s degree thesis has the main purpose to describe and understand what is still a reality in the Primary or Elementary Education in today’s Portugal, the existence of classrooms with different grade levels (mixed classrooms). We had, since the beginning of our study, the intention to understand what conceptions the teachers from primary or elementary schools had regarding mixed classrooms, as well as the practices they had with classrooms with these characteristics. Therefore, some questions were raised for our research: What characterizes the education practices of teachers who lecture in classes with different levels of schooling? What are their biggest struggles? What strategies do they use? And what conceptions do teachers have regarding the advantages and disadvantages of mixed classrooms? In terms of theoretical framework, we initialized this study trying to understand the historic evolution of the organization of students in grades, as well as the concept of mixed classrooms. However there are few studies in Portugal that approach this subject, this led us to focus on North American studies and, in a way, for us to compare the Portuguese classrooms with more than one year of schooling to what the Anglo-Saxon countries call multi-grade classrooms. Regarding the theoretical foundation, we show the concept of pedagogical differentiation because it seems relevant to the work done in classes with these characteristics. For the research methodology we decided, for this study, to take a qualitative approach, since our goal is to research facts that occur in real context. In order to do so, we interviewed teachers who taught or who had taught in classes with different years of schooling, using semi-structured interviews as a data collection method. The final considerations of this research demonstrate that in most teachers' experiences and perceptions, they consider that there are more disadvantages than advantages in classes with these characteristics. However some of the teachers also claim that despite this, nowadays, even single grade classrooms tend to create groups with different levels of schooling, as the level of student knowledge is not the same.
This master’s degree thesis has the main purpose to describe and understand what is still a reality in the Primary or Elementary Education in today’s Portugal, the existence of classrooms with different grade levels (mixed classrooms). We had, since the beginning of our study, the intention to understand what conceptions the teachers from primary or elementary schools had regarding mixed classrooms, as well as the practices they had with classrooms with these characteristics. Therefore, some questions were raised for our research: What characterizes the education practices of teachers who lecture in classes with different levels of schooling? What are their biggest struggles? What strategies do they use? And what conceptions do teachers have regarding the advantages and disadvantages of mixed classrooms? In terms of theoretical framework, we initialized this study trying to understand the historic evolution of the organization of students in grades, as well as the concept of mixed classrooms. However there are few studies in Portugal that approach this subject, this led us to focus on North American studies and, in a way, for us to compare the Portuguese classrooms with more than one year of schooling to what the Anglo-Saxon countries call multi-grade classrooms. Regarding the theoretical foundation, we show the concept of pedagogical differentiation because it seems relevant to the work done in classes with these characteristics. For the research methodology we decided, for this study, to take a qualitative approach, since our goal is to research facts that occur in real context. In order to do so, we interviewed teachers who taught or who had taught in classes with different years of schooling, using semi-structured interviews as a data collection method. The final considerations of this research demonstrate that in most teachers' experiences and perceptions, they consider that there are more disadvantages than advantages in classes with these characteristics. However some of the teachers also claim that despite this, nowadays, even single grade classrooms tend to create groups with different levels of schooling, as the level of student knowledge is not the same.
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Keywords
1º Ciclo do Ensino Básico, turmas mistas, multi-grade, diferenciação pedagógica. Primary Education, Elementary Education, mixed classrooms, multi-grade classrooms, pedagogical differentiation