As actividades de enriquecimento curricular: um novo paradigma da animação socioeducativa
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2010
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O presente trabalho consiste numa investigação sobre as AEC, novo paradigma de Animação Socioeducativa em duas Escolas do Ensino Básico – 1.º Ciclo do Concelho de Chaves, constituindo um estudo desenvolvido com carácter exploratório. A amostra contempla Professores do 1º Ciclo do Ensino Básico, Professores das AEC (Actividades de Enriquecimento Curricular) e Encarregados de Educação de duas Escolas: EB1 de Santo António de Monforte e EB1 de Faiões e decorreu no ano lectivo 2009/2010. Do ponto de vista da estrutura deste trabalho, procedeu-se de acordo com os objectivos propostos, ou seja, fizemos uma revisão bibliográfica que subsidia o enquadramento teórico onde se procurou compreender teoricamente a problemática em questão, baseando-nos em autores que escreveram sobre o tema. Na componente prática, como processo de recolha de dados optámos por elaborar um inquérito por questionário, utilizando ainda a observação participante, registando também alguns dados em grelhas de observação, na medida em que desenvolvemos a nossa actividade profissional nesse contexto. Os questionários foram constituídos por questões fechadas e abertas, garantindo o anonimato dos inquiridos, como o referido nas fronhas dos inquéritos. As grelhas de observação foram efectuadas em três períodos escolares, de Setembro a Dezembro; de Janeiro a Março e de Abril a Junho. Já a observação participante foi feita durante o ano lectivo 2009/2010 em Actividade Física e Desportiva das escolas em estudo, nesta medida a nossa investigação teve também um carácter de investigação-acção. Da análise feita aos dados recolhidos foi possível chegar a algumas conclusões que dão relevo à importância das AEC (Actividades de Enriquecimento Curricular) nas Escolas do Ensino Básico - 1.º Ciclo do Concelho de Chaves. O estudo revelou que os Encarregados de Educação têm interesse na participação dos seus educandos nas AEC, apesar de, paradoxalmente, muitos deles referirem que não sabem em que consistem. Os professores de turma referem que as AEC são uma imposição que fixa os alunos muito tempo na escola, prejudicando-os, e os professores das AEC sentem algum desconforto, por serem considerados monitores. Muitas crianças participam nas AEC porque gostam de aprender coisas novas e outras porque são coagidas pelos pais. Constatou-se, também, que as AEC têm uma dimensão sociocultural evidente, pela sua dimensão socioeducativa.
This paper consists in an examination of CEAs (Curricular Enrichment Activities), a new socio-educational recreation programme in place in two Stage 1 (years 1 to 4) Primary Schools in the Municipality of Chaves, and constitutes a study conducted using an exploratory approach. The sample includes Stage 1 Primary Teachers, CEA (Curricular Enrichment Activities) Teachers and Parents/Guardians from two Schools: EB1 de Santo António de Monforte and EB1 de Faiões. The study took place in the 2009/2010 school year. With regard to the paper’s structure, we proceeded in accordance with the proposed objectives, i.e. we reviewed the bibliography supporting the theoretical framework within which we sought to gain a theoretical understanding of the issues in question, based on authors who have written about the subject. For the practical component, the chosen method for data collection was a questionnaire survey, along with participant observation and recording of data on observation grids, given that our professional activities are pursued in this context. The questionnaires comprised both closed and open questions, ensuring interviewee anonymity as stated on the questionnaire covers. The observation grids were completed during three school terms: September to December; January to March and April to June. Participant observation was conducted during the 2009/2010 school year in Physical and Sporting Activities in the schools under study, with the result that our research also included an action research facet. Examination of the data collected led to a number of conclusions which highlight the importance of CEAs (Curricular Enrichment Activities) in the Stage 1 Primary Schools of the Municipality of Chaves. The study showed that Parents/Guardians have an interest in their children’s participation in CEAs, despite many of them paradoxically stating that they were unaware of the nature of these activities. Class teachers claim that CEAs are an imposition, keeping pupils in school for long periods to their detriment, while CEA teachers feel some discomfort in that they are regarded as supervisors. Many children take part in CEAs out of a desire to learn new things, while others do so as a result of pressure from parents. It was furthermore observed that CEAs have a clear socio-cultural dimension as a result of their socio-educational dimension.
This paper consists in an examination of CEAs (Curricular Enrichment Activities), a new socio-educational recreation programme in place in two Stage 1 (years 1 to 4) Primary Schools in the Municipality of Chaves, and constitutes a study conducted using an exploratory approach. The sample includes Stage 1 Primary Teachers, CEA (Curricular Enrichment Activities) Teachers and Parents/Guardians from two Schools: EB1 de Santo António de Monforte and EB1 de Faiões. The study took place in the 2009/2010 school year. With regard to the paper’s structure, we proceeded in accordance with the proposed objectives, i.e. we reviewed the bibliography supporting the theoretical framework within which we sought to gain a theoretical understanding of the issues in question, based on authors who have written about the subject. For the practical component, the chosen method for data collection was a questionnaire survey, along with participant observation and recording of data on observation grids, given that our professional activities are pursued in this context. The questionnaires comprised both closed and open questions, ensuring interviewee anonymity as stated on the questionnaire covers. The observation grids were completed during three school terms: September to December; January to March and April to June. Participant observation was conducted during the 2009/2010 school year in Physical and Sporting Activities in the schools under study, with the result that our research also included an action research facet. Examination of the data collected led to a number of conclusions which highlight the importance of CEAs (Curricular Enrichment Activities) in the Stage 1 Primary Schools of the Municipality of Chaves. The study showed that Parents/Guardians have an interest in their children’s participation in CEAs, despite many of them paradoxically stating that they were unaware of the nature of these activities. Class teachers claim that CEAs are an imposition, keeping pupils in school for long periods to their detriment, while CEA teachers feel some discomfort in that they are regarded as supervisors. Many children take part in CEAs out of a desire to learn new things, while others do so as a result of pressure from parents. It was furthermore observed that CEAs have a clear socio-cultural dimension as a result of their socio-educational dimension.
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Dissertação de Mestrado em Ciências da Educação