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Authors
Advisor(s)
Abstract(s)
O relatório que se apresenta foi realizado no âmbito da Unidade Curricular de
Prática de Ensino Supervisionada II, com vista à obtenção do grau de mestre, em Ensino
do 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.º CEB.
Numa primeira parte, o relatório apresenta uma análise reflexiva das práticas de
intervenção pedagógica ocorrida no 1.º e 2.º CEB, numa turma mista de 3.º e 4.º ano e
em duas turmas de 5.º ano, respetivamente, em instituições de ensino públicas da zona
da Grande Lisboa.
Numa segunda parte, o relatório apresenta um estudo empírico intitulado
Trabalhos para Casa: perspetivas de alunos, encarregados de educação e professores
do 1.º CEB que tem como finalidade estudar as perspetivas dos alunos, encarregados
de educação e professores de 1.º CEB sobre os Trabalhos Para Casa (TPC). Para tal,
recorreu-se a uma metodologia de investigação de natureza quantitativa e qualitativa
interpretativa. Participaram no estudo 201 sujeitos – 115 alunos, 79 encarregados de
educação e 7 professores – de escolas do 1.º CEB. Os dados foram recolhidos através
de inquérito por questionário e tratados com recurso ao software Statistical Package for
the Social Sciences v.25 e ao Excel. Os dados qualitativos foram tratados com recurso
à análise de conteúdo, de acordo com os pressupostos sugeridos por Bardin (2013).
Os resultados do estudo permitiram evidenciar que o modo como os TPC são
prescritos e corrigidos influencia a opinião dos sujeitos sobre os mesmos, em particular
no grupo dos alunos. Quanto maior a autonomia e a responsibilização do aluno na
prescrição do TPC e quanto mais individual e presencial for a correção do TPC maior a
concordância dos alunos com a realização do mesmo. Não obstante, os encarregados
de educação e os professores são mais favoráveis à realização dos TPC quando estes
são prescritos recorrendo a uma metodologia mista.
ABSTRACT The present report was carried out within the scope of the curricular unit of Supervised Teaching Practice II in order to obtain the Master's Degree in Teaching in the 1st Cycle of Primary Education1 and of Mathematics and Sciences in the 2nd Cycle of Primary Education. The first part of the report presents a reflexive analysis of the pedagogical intervention practices implemented in the 1st and 2nd cycles, in a mixed 3rd and 4th grade class and in two 5th grade classes, respectively, in public schools in the Greater Lisbon area. The second part of the report presents an empirical study entitled Homework: perspectives of students, guardians and teachers of the 1st Cycle of Primary Education. The purpose of this study is to analyze the perspectives of students, guardians and teachers of the 1st Cycle of Primary Education. To this end, a mixed research methodology of quantitative and qualitative nature was used. The study included 201 subjects – 115 students, 79 guardians and 7 teachers – from 1st cycle primary schools. The data was collected through questionnaire surveys and was processed using content analysis, Statistical Package for Social Sciences v.25 software and Excel. The results of the study concluded that the way homework is prescribed and corrected influences the subjects’ opinion about it, particularly in the group of students. Greater the autonomy and responsibility of the student in the prescription of the homework and the more individual and in person the correction of the homework is, greater the students’ agreement on its performance. Regardless, guardians and teachers are more favorable to the performance of homework when it is prescribed by a mixed methodology.
ABSTRACT The present report was carried out within the scope of the curricular unit of Supervised Teaching Practice II in order to obtain the Master's Degree in Teaching in the 1st Cycle of Primary Education1 and of Mathematics and Sciences in the 2nd Cycle of Primary Education. The first part of the report presents a reflexive analysis of the pedagogical intervention practices implemented in the 1st and 2nd cycles, in a mixed 3rd and 4th grade class and in two 5th grade classes, respectively, in public schools in the Greater Lisbon area. The second part of the report presents an empirical study entitled Homework: perspectives of students, guardians and teachers of the 1st Cycle of Primary Education. The purpose of this study is to analyze the perspectives of students, guardians and teachers of the 1st Cycle of Primary Education. To this end, a mixed research methodology of quantitative and qualitative nature was used. The study included 201 subjects – 115 students, 79 guardians and 7 teachers – from 1st cycle primary schools. The data was collected through questionnaire surveys and was processed using content analysis, Statistical Package for Social Sciences v.25 software and Excel. The results of the study concluded that the way homework is prescribed and corrected influences the subjects’ opinion about it, particularly in the group of students. Greater the autonomy and responsibility of the student in the prescription of the homework and the more individual and in person the correction of the homework is, greater the students’ agreement on its performance. Regardless, guardians and teachers are more favorable to the performance of homework when it is prescribed by a mixed methodology.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Trabalho para casa Autorregulação da aprendizagem Diferenciação pedagógica Autonomia Responsabilização Homework Self-regulation in learning Differentiated instruction Autonomy Accountability
Citation
Monteiro, F. D. (2018). Trabalhos para casa: perspetiva de alunos, encarregados de educação e professores do 1.º ciclo do ensino básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9573