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Abstract(s)
O presente relatório surge a propósito da unidade curricular (UC) de Prática de Ensino Supervisionada II (PES II), do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.º CEB. Numa primeira parte descreve-se e tece-se uma análise comparativa da prática realizada em ambos os ciclos de ensino e, numa segunda parte apresenta-se o estudo empírico que emerge de um dos contextos educativos. A investigação que se apresenta, intitulada Conselho de Cooperação Educativa (CCE): o desenvolvimento da participação democrática dos alunos, realizou-se junto de uma turma de 3.º ano do 1.º CEB e teve como objetivos: (i) caracterizar as perceções dos alunos relativamente ao CCE; (ii) descrever a participação dos alunos no CCE; (iii) Implementar, com a cooperação dos alunos, estratégias para aperfeiçoar o funcionamento do CCE; (iv) descrever a evolução da participação dos alunos no CCE. Trata-se de um estudo de natureza qualitativa e que recorre a procedimentos metodológicos de investigação-ação. Como técnicas de recolha de dados privilegiou-se o inquérito por questionário, a entrevista focus group, a observação participante com recurso a grelhas de observação e a pesquisa documental. Para tratar e analisar esses dados, recorreu-se, essencialmente, à análise de conteúdo. Os resultados demonstram que todos os alunos valorizam o CCE, embora grande parte deles não participe nesse momento e tenha alguma dificuldade em geri-lo com autonomia. Foi possível, através de alterações estruturais ao CCE sugeridas pelo investigador participante e pelos alunos, num processo dialógico, reflexivo e cooperado, aperfeiçoar o Conselho nessa turma. Os resultados mostram, no entanto, que não foi possível melhorar, de forma significativa, a participação dos alunos no CCE.
ABSTRACT This report arises from the curricular unit of Supervised Teaching Practice II (PES II), of the Master's Degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd CEB. In the first part, the practice in both teaching cycles is described as well as a comparison between them and, in the second part, the empirical study that emerges from one of the educational contexts is presented. The present investigation, entitled Council for Educational Cooperation (CCE): the development of students' democratic participation, was carried out with a 3rd year class and aimed to: (i) understand the students' perceptions of the CCE; (ii) to know the students' involvement in the CCE; (iii) improve the working mechanisms of the CCE; (iv) enhance student participation in the CCE. This is a qualitative study that resorts to action-research methodological procedures. As data collection techniques, preference was given to questionnaire surveys, focus group interviews, participant observation using observation grids and documentary research. To treat and analyze these data, it was resorted, essentially, to content analysis. The results show that all students value the CCE, although most of them do not participate in this moment and have some difficulty in managing this moment autonomously. It was possible, through structural changes to the CCE suggested by the participating researcher and the students, in a dialogical, reflective and cooperative process, to improve the Council in this class. The results show, however, that it was not possible to improve student participation in the CCE significantly.
ABSTRACT This report arises from the curricular unit of Supervised Teaching Practice II (PES II), of the Master's Degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd CEB. In the first part, the practice in both teaching cycles is described as well as a comparison between them and, in the second part, the empirical study that emerges from one of the educational contexts is presented. The present investigation, entitled Council for Educational Cooperation (CCE): the development of students' democratic participation, was carried out with a 3rd year class and aimed to: (i) understand the students' perceptions of the CCE; (ii) to know the students' involvement in the CCE; (iii) improve the working mechanisms of the CCE; (iv) enhance student participation in the CCE. This is a qualitative study that resorts to action-research methodological procedures. As data collection techniques, preference was given to questionnaire surveys, focus group interviews, participant observation using observation grids and documentary research. To treat and analyze these data, it was resorted, essentially, to content analysis. The results show that all students value the CCE, although most of them do not participate in this moment and have some difficulty in managing this moment autonomously. It was possible, through structural changes to the CCE suggested by the participating researcher and the students, in a dialogical, reflective and cooperative process, to improve the Council in this class. The results show, however, that it was not possible to improve student participation in the CCE significantly.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Conselho de Cooperação Educativa Participação democrática Movimento da Escola Moderna Council for Educational Cooperation Democratic participation Modern School Movement
Citation
Lamúria, D. A. C. (2022). O Conselho de Cooperação Educativa -o desenvolvimento da participação democrática dos alunos (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15766