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Abstract(s)
O presente relatório final desenvolveu-se no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, integrada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, da Escola Superior de Educação de Lisboa. O estudo, intitulado O trabalho de projeto na aprendizagem dos fluxos migratórios: uma experiência interdisciplinar com alunos do 4.º ano, foi desenvolvido com alunos do 4.º ano de escolaridade do 1.º Ciclo do Ensino Básico, definindo-se como
problemática: De que forma um trabalho de projeto interdisciplinar pode contribuir para a aquisição de conhecimentos relativos aos fluxos migratórios? De forma a dar resposta à problemática definiram-se como objetivos específicos da presente investigação (i) caracterizar os conhecimentos dos alunos antes e depois da
Metodologia de Trabalho de Projeto; (ii) analisar o processo de trabalho dos alunos segundo a Metodologia de Trabalho de Projeto; e, (iii) identificar os contributos que o trabalho de projeto interdisciplinar tem para o conhecimento dos alunos. Levando em consideração os objetivos supracitados, localizou-se o estudo no
paradigma interpretativo, pelo que se optou por uma metodologia de cariz qualitativo, tratando-se o desenho da investigação de um estudo de caso único observacional. A observação participante foi a principal técnica de recolha de dados, triangulada com análise de conteúdo de documentos produzidos pelos alunos, notas de campo sobre conversas informais com os alunos, e uma entrevista realizada em grupo focal aos alunos.
Os resultados do estudo permitiram verificar que a interdisciplinaridade na metodologia de trabalho de projeto contribui para a aquisição de conhecimentos científicos relativamente aos fluxos migratórios por parte dos alunos, e contribui para o desenvolvimento de competências tais como a autonomia, a recolha e tratamento de
informação, o saber trabalhar em grupo, colaboração, tomada de decisão negociada, e o espírito de iniciativa e criatividade.
This final report was developed within the scope of the Supervised Teaching Practice II course, part of the master’s degree in Teaching 1st Cycle Basic Education and Maths and Natural Sciences in the 2nd Cycle Basic Education, at the Escola Superior de Educação de Lisboa. The study, entitled Project-based work in learning about migratory flows: an interdisciplinary experience with 4th grade students, was carried out with 4th grade students from the 1st grade of primary school. The problematic was: How interdisciplinary project work can contribute to the acquisition of knowledge about migratory flows? To respond to the problem, the specific objectives of this research were (i) to characterise the students' knowledge before and after the Project-based Learning; (ii) to analyse the students' work process according to the Project-based Learning; and (iii) to identify the contributions that interdisciplinary project work has on the students' knowledge. Taking these objectives into account, the research was based on an interpretivist paradigm, so a qualitative methodology was chosen, and the research design was an observational case study. Participant observation was the main data collection technique, triangulated with content analysis of documents produced by the students, field notes on informal conversations with the students, and a focus group interview with the students. The results of the study show that interdisciplinary Project-based Learning contributes to students' acquisition of scientific knowledge about migration flows, as well as contributing to the development of skills such as autonomy, collecting and processing information, knowing how to work in groups, collaboration, negotiated decision-making, and a spirit of initiative and creativity.
This final report was developed within the scope of the Supervised Teaching Practice II course, part of the master’s degree in Teaching 1st Cycle Basic Education and Maths and Natural Sciences in the 2nd Cycle Basic Education, at the Escola Superior de Educação de Lisboa. The study, entitled Project-based work in learning about migratory flows: an interdisciplinary experience with 4th grade students, was carried out with 4th grade students from the 1st grade of primary school. The problematic was: How interdisciplinary project work can contribute to the acquisition of knowledge about migratory flows? To respond to the problem, the specific objectives of this research were (i) to characterise the students' knowledge before and after the Project-based Learning; (ii) to analyse the students' work process according to the Project-based Learning; and (iii) to identify the contributions that interdisciplinary project work has on the students' knowledge. Taking these objectives into account, the research was based on an interpretivist paradigm, so a qualitative methodology was chosen, and the research design was an observational case study. Participant observation was the main data collection technique, triangulated with content analysis of documents produced by the students, field notes on informal conversations with the students, and a focus group interview with the students. The results of the study show that interdisciplinary Project-based Learning contributes to students' acquisition of scientific knowledge about migration flows, as well as contributing to the development of skills such as autonomy, collecting and processing information, knowing how to work in groups, collaboration, negotiated decision-making, and a spirit of initiative and creativity.
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
Metodologia de trabalho de projeto Interdisciplinaridade 1.º ciclo do ensino básico Fluxos migratórios Project-based learning Interdisciplinarity Primary school Mgration flows
Citation
Santos, C. S. R. (2023). O trabalho de projeto na aprendizagem dos fluxos migratórios: uma experiência interdisciplinar com alunos do 4.º ano (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16812