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A importância da utilização do portefólio para os alunos do 1º ciclo do ensino básico refletirem sobre as tarefas que realizam na aula
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Advisor(s)
Abstract(s)
Quando falamos em avaliação associamos a situações de avaliação formal, verificando-
se em momentos específicos as aprendizagens dos alunos. Contudo a avaliação
deve ser encarada como um processo de comunicação entre os seus intervenientes o
aluno e o professor e como uma oportunidade para a aprendizagem
Assim, este projeto tem como principal objetivo compreender de que forma o
portefólio ajuda os alunos a refletirem sobre as tarefas que realizam e as aprendizagens
a elas associadas em tarefas identificadas como “as que mais gostaram” e “as que mais
aprenderam”.
Este estudo teve como participantes 26 alunos de uma turma de 2.º ano, onde
decorreu o Estágio III inserido no plano de estudos do Mestrado em Educação Pré-
Escolar e Ensino do 1.º Ciclo.
O estudo aqui apresentado tem por base uma abordagem qualitativa, assumindo
uma metodologia próxima da Investigação-Ação. Os dados foram recolhidos através da
observação, entrevistas de explicitação e análise documental. A análise de dados foi
feita através de análise de conteúdo.
A análise realizada a partir dos dados recolhidos permite-nos perceber que os
alunos distinguem de forma clara as tarefas que mais gostaram e as que mais aprenderam.
A mesma tarefa nunca foi escolhida como sendo simultaneamente a mais gostada e
a que proporcionou mais aprendizagens. As suas justificações apresentavam algumas
características diferenciadas entre as tarefas gostar e aprender. A capacidade de reflexão
dos alunos sobre as tarefas foi evoluindo com o tempo. Verifica-se, desta forma, que
uma outra forma de avaliar envolvendo o aluno permite uma maior capacidade de autoavaliação.
Em suma esta prática permite que a avaliação seja usada também como um
instrumento para as aprendizagens.
When we talk about assessment, usually it is connect with formal assessments situations, checking student learning in specific moments. Nevertheless, the evaluation also, should be seen as communication process between the participants, student and teacher and as an opportunity for learning. The main objective of this project it is understand how the portfolio can help the students, on the reflection about activities and learning. In that study were involved 26 students of second grade class of a Primary School. These students belonged to my trainee class in the framework of Masters in Preschool Education and First Cycle Teaching of Basic Education. The presented study is based on a qualitative approach, assuming a proximity to a methodology of action research. Data were collected through observation, interviews and document analysis of explicitness. Data analysis was done through analysis of content. The analysis from the data collected allows us to understand that students distinguish clearly the tasks they liked most and those were they have most learned. The same task was never chosen to be both the most liked and the task that provided more learning. Their justifications presented some differences between tasks “liked and provide learning”. The ability of students to reflect on the tasks was developed with time. It can be seen, thus, that another way to assess, involving student in a process allows a greater capacity for self assessment. In short lets the assessment is also used as a tool for learning. In short this assessment practice allows the assessment to be used as a tool of learning.
When we talk about assessment, usually it is connect with formal assessments situations, checking student learning in specific moments. Nevertheless, the evaluation also, should be seen as communication process between the participants, student and teacher and as an opportunity for learning. The main objective of this project it is understand how the portfolio can help the students, on the reflection about activities and learning. In that study were involved 26 students of second grade class of a Primary School. These students belonged to my trainee class in the framework of Masters in Preschool Education and First Cycle Teaching of Basic Education. The presented study is based on a qualitative approach, assuming a proximity to a methodology of action research. Data were collected through observation, interviews and document analysis of explicitness. Data analysis was done through analysis of content. The analysis from the data collected allows us to understand that students distinguish clearly the tasks they liked most and those were they have most learned. The same task was never chosen to be both the most liked and the task that provided more learning. Their justifications presented some differences between tasks “liked and provide learning”. The ability of students to reflect on the tasks was developed with time. It can be seen, thus, that another way to assess, involving student in a process allows a greater capacity for self assessment. In short lets the assessment is also used as a tool for learning. In short this assessment practice allows the assessment to be used as a tool of learning.
Description
Mestrado em Educação Pré-Escolar e Ensino do 1º ciclo do Ensino Básico
Keywords
Avaliação Avaliação formativa Aprendizagem Portefólio Autorreflexão Assessment Formative assessment Learning Portefolio Self reflection Relatório de projeto de investigação Relatório de estágio
Citation
Publisher
Escola Superior de Educação, Instituto Politécnico de Setúbal