A aprendizagem cooperativa e o desenvolvimento das competências sociais no ensino-aprendizagem do conhecimento do mundo
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2016-11-16
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Atualmente defende-se um ensino que deve proporcionar uma completa formação dos alunos, que passe além das aprendizagens dos conteúdos específicos e que permita desenvolver competências sociais que possibilitem uma adequada inserção dos jovens na sociedade de que fazem parte. É, assim, requerido aos educadores uma profunda reflexão das suas práticas, para que não deixem de envolver ativamente os seus alunos no processo de aprendizagem e para que adequem os conteúdos a aprender à realidade que envolve cada aprendiz. Desta forma, os alunos sentir-se-ão mais motivados a participar de forma ativa nas atividades propostas, tornando-se mais autónomos e mais responsáveis pelo seu próprio processo de aprendizagem.
Com a aprendizagem cooperativa os alunos trabalham juntos de forma a maximizarem as suas aprendizagens e as dos seus colegas (Lopes & Silva, 2009). Esta metodologia possibilita que cada aluno desempenhe um papel mais ativo no processo de ensino e aprendizagem, pois realiza com alguma autonomia atividades propostas, juntamente com os restantes elementos do seu grupo. Assim sendo, os alunos ajudam-se no processo de aprendizagem a nível cognitivo e atitudinal.
Atendendo a esta realidade, tornou-se para nós aliciante compreender como a aprendizagem cooperativa influencia a aquisição dos conteúdos da área do conhecimento do mundo e possibilita adquirir ou reforçar o desenvolvimento de competências sociais num grupo de vinte crianças do ensino pré-escolar.
Tendo tomado conhecimento de um trabalho que consiste numa proposta de intervenção intitulada “A Aprendizagem Cooperativa no ensino-aprendizagem do Conhecimento do Mundo”, desenvolvida por Lopes (2011) decidimos implementá-la com os seguintes objetivos:
Fundamentar teoricamente a importância da aprendizagem cooperativa no desenvolvimento de competências sociais e na aprendizagem de conteúdos da área do Conhecimento do Mundo.
Inferir sobre a eficácia da proposta de intervenção implementada na aquisição e desenvolvimento de competências sociais em crianças do ensino Pré-escolar. Inferir sobre o efeito da aplicação dos métodos de aprendizagem cooperativa na aprendizagem de conteúdos da área do Conhecimento do Mundo.
O estudo realizado envolveu a implementação de atividades de aprendizagem cooperativa a partir da utilização da proposta de intervenção “A Nossa Arca de Noé” (Lopes, 2011) a um grupo de vinte crianças que frequentavam o ensino pré-escolar no ano letivo 2012/2013, num jardim de infância, em Vila Real.
As competências sociais que se pretendeu desenvolver com recurso à aprendizagem cooperativa foram: falar um de cada vez; falar baixo para não perturbar os outros; escutar os outros; partilhar ideias; pedir ajuda; elogiar e celebrar o sucesso.
A recolha de dados envolveu a utilização dos seguintes instrumentos: grelhas de observação dos comportamentos das crianças; diários reflexivos de aula; grelhas individuais de registo do progresso das competências sociais; fichas individuais de avaliação de conhecimentos. A análise dos dados recolhidos fez com que pudéssemos verificar que, mesmo com diferentes níveis de evolução, todas as crianças desenvolveram as competências sociais em estudo. A evolução verificada permitiu-nos concluir que os métodos de aprendizagem cooperativa utilizados se revelaram eficazes na aquisição/desenvolvimento de competências sociais e possibilitou que os participantes adquirissem os conceitos cognitivos abordados.
Relativamente à Prática de Ensino Supervisionada no 1º Ciclo do Ensino Básico, foi do nosso interesse implementar, na medida dos possíveis, algumas atividades cooperativas que previam a promoção de experiências desafiadoras e estimulantes que mobilizassem a curiosidade dos alunos, o seu interesse e a sua participação ativa no processo de ensino/aprendizagem. Embora não tivesse sido possível desenvolver uma intervenção mais estruturada, tentamos que os alunos contactassem, mesmo que pontualmente, com esta metodologia para que, pelo menos, conseguissem desenvolver uma consciência cívica e contactassem com práticas de vivência democrática.
Nowadays, the instruction promoted is the one which provides a student’s complete training, passing beyond the learning of specific contents and allowing the development of skills and attitudes which enable an adequate insertion of young people in the society where they belong. So the educators are required to profoundly reflect on their practices in order not to stop actively involving their students in the learning process and in order to adjust the proposed contents in the reality which surrounds each learner. This way, students will feel more motivated to participate enthusiastically in the proposed activities becoming more autonomous and responsible for their own learning process. With the cooperative learning students work together in order to maximize their learning and their colleagues learning as well (Lopes & Silva, 2009). This approach allows each student to play a more active role in the teaching and learning process, accomplishing the proposed activities with some autonomy, along with the rest of the group. Thus, students help each other in the learning process establishing cognitive and attitudinal links. Having this reality in consideration, it became attractive to us to analyse the cooperation role in a specific group of children from the pre-school instruction and understand how the cooperative learning influences the syllabus acquisition and enables the acquisition or the reinforcement of social skills in children from this teaching stage. Having heard about an intervention proposal entitled “A Aprendizagem Cooperativa no ensino-aprendizagem do Conhecimento do Mundo”, developed by Lopes (2011), we decided to put it into practice with the following objectives: Theoretically support the importance of the cooperative learning in the development of social skills and in the learning of contents from the World’s Knowledge area. Infer on the effectiveness of the intervention proposal implemented in the acquiring and development of social skills in children from the pre-school. Infer on the effect of the use of cooperative learning methods in the learning of the World’s Knowledge area contents. The carried out study involved the execution of cooperative learning activities, around the project “A Nossa Arca de Noé” (Lopes, 2011), to a sample of twenty children who attended the pre-school education in the school year 2012/2013. This group of children revealed undeveloped social skills, information collected through an individual record grid of the progress of social skills in three different study moments. The processing of the obtained data was done qualitatively and quantitatively through the analysis of the observation grids and the researcher lesson diaries, of the children social skills individual record grid and individual records for the cognitive evaluation. The obtained data analysis made us verify that, even with different evolution stages, all the children developed the studied social skills in a positive way. This significant improvement allowed us to conclude that the cooperative learning methods revealed quite effective in the acquisition and development of social and cognitive skills. With regard to Supervised Teaching Practice in the first Cycle of Basic Education it was in our interest to implement, as far as possible, some cooperative activities providing for the promotion of challenging and stimulating experiences to mobilize the curiosity of students, your interest and your participation active teaching/learning process. Although it was not possible to develop a more structured intervention, we try that students contact, even occasionally, with this methodology so that at least they could develop a civic conscience and contact with democratic experience.
Nowadays, the instruction promoted is the one which provides a student’s complete training, passing beyond the learning of specific contents and allowing the development of skills and attitudes which enable an adequate insertion of young people in the society where they belong. So the educators are required to profoundly reflect on their practices in order not to stop actively involving their students in the learning process and in order to adjust the proposed contents in the reality which surrounds each learner. This way, students will feel more motivated to participate enthusiastically in the proposed activities becoming more autonomous and responsible for their own learning process. With the cooperative learning students work together in order to maximize their learning and their colleagues learning as well (Lopes & Silva, 2009). This approach allows each student to play a more active role in the teaching and learning process, accomplishing the proposed activities with some autonomy, along with the rest of the group. Thus, students help each other in the learning process establishing cognitive and attitudinal links. Having this reality in consideration, it became attractive to us to analyse the cooperation role in a specific group of children from the pre-school instruction and understand how the cooperative learning influences the syllabus acquisition and enables the acquisition or the reinforcement of social skills in children from this teaching stage. Having heard about an intervention proposal entitled “A Aprendizagem Cooperativa no ensino-aprendizagem do Conhecimento do Mundo”, developed by Lopes (2011), we decided to put it into practice with the following objectives: Theoretically support the importance of the cooperative learning in the development of social skills and in the learning of contents from the World’s Knowledge area. Infer on the effectiveness of the intervention proposal implemented in the acquiring and development of social skills in children from the pre-school. Infer on the effect of the use of cooperative learning methods in the learning of the World’s Knowledge area contents. The carried out study involved the execution of cooperative learning activities, around the project “A Nossa Arca de Noé” (Lopes, 2011), to a sample of twenty children who attended the pre-school education in the school year 2012/2013. This group of children revealed undeveloped social skills, information collected through an individual record grid of the progress of social skills in three different study moments. The processing of the obtained data was done qualitatively and quantitatively through the analysis of the observation grids and the researcher lesson diaries, of the children social skills individual record grid and individual records for the cognitive evaluation. The obtained data analysis made us verify that, even with different evolution stages, all the children developed the studied social skills in a positive way. This significant improvement allowed us to conclude that the cooperative learning methods revealed quite effective in the acquisition and development of social and cognitive skills. With regard to Supervised Teaching Practice in the first Cycle of Basic Education it was in our interest to implement, as far as possible, some cooperative activities providing for the promotion of challenging and stimulating experiences to mobilize the curiosity of students, your interest and your participation active teaching/learning process. Although it was not possible to develop a more structured intervention, we try that students contact, even occasionally, with this methodology so that at least they could develop a civic conscience and contact with democratic experience.
Descrição
Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
Palavras-chave
Aprendizagem cooperativa , Educação pré-escolar , Competências sociais