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Advisor(s)
Abstract(s)
Tradicionalmente, os professores trabalhavam sozinhos nas “suas” salas de
aula, onde a reflexão para a ação entre pares era (frequentemente) exígua. A
pedagogia diferenciada (AP) é pensada para melhorar a aprendizagem dos alunos,
considerando-os como atores principais do seu próprio desenvolvimento intelectual
e requer, na maioria das vezes, o trabalho colaborativo e articulado dos professores
– titular e assessor. Um exercício em construção e que exige um processo de
formação-ação reflexivo e empenhado.
Este trabalho apresenta os resultados de um estudo sobre Assessoria
Pedagógica, aplicada nos últimos cinco anos letivos num agrupamento de escolas
inscrito no Programa Territórios Educativos de Intervenção Prioritária,
essencialmente às disciplinas de Português e Matemática e conta com a participação
de 12 professores.
Investigar sobre os modos de colaboração dos professores e evidenciar
eventuais fragilidades impeditivas da melhoria dos resultados académicos são os
nossos objetivos. Durante a exposição, discutir-se-ão as implicações para o
desenvolvimento profissional e as aprendizagens dos alunos implicados,
demonstrada através de uma metodologia de natureza plural – estudo de caso, com
recurso a diversas técnicas de recolha de dados – análise documental, questionário,
observação e entrevista coletiva.
Os resultados permitem perceber sinais positivos de melhoria das práticas de
assessoria que visam colmatar o insucesso através de uma intervenção diferenciada
junto do aluno com dificuldades de aprendizagem.
Traditionally, teachers used to work by themselves in “their” classrooms, where the reflection for the action among pairs was (frequently) exiguous. The differentiated pedagogical teaching is assumed to improve the student’s learning, by considering them as main actors in their own intellectual development and it requires, most of the times, the co-operative and concerted work between the teachers – titular and assessor. A construction exercise and that it demands a reflective and pledged process of formation-action. This work presents the results of a study concerning “Assessoria Pedagógica” (Pedagogical Differentiated Classroom Management), implemented in the last five years in a “Agrupamento de Escolas” (School Group) listed in the program “Territórios Educativos de Intervenção Prioritária” (Priority Intervention Education Territories), basically in the Portuguese and Mathematics subjects and it counts with the participation of 12 teachers. To investigate regarding the way of teachers collaborate and to evidence eventual impeditive fragilities of the improvement of the academic results are our main goals. During the exposition, it will be discussed the implications to the teacher’s professional development and the involved students’ learning. It will be confirmed through a method of research of a plural character – study case, with the resource of several data collection techniques – document analysis, questionnaire, observation and cooperative discussion. The results allow to perceive improvement positive signals of the practices in this kind of concerted work among teachers that aim to resolve the education failure through a differentiated interference by the students with learning difficulties.
Traditionally, teachers used to work by themselves in “their” classrooms, where the reflection for the action among pairs was (frequently) exiguous. The differentiated pedagogical teaching is assumed to improve the student’s learning, by considering them as main actors in their own intellectual development and it requires, most of the times, the co-operative and concerted work between the teachers – titular and assessor. A construction exercise and that it demands a reflective and pledged process of formation-action. This work presents the results of a study concerning “Assessoria Pedagógica” (Pedagogical Differentiated Classroom Management), implemented in the last five years in a “Agrupamento de Escolas” (School Group) listed in the program “Territórios Educativos de Intervenção Prioritária” (Priority Intervention Education Territories), basically in the Portuguese and Mathematics subjects and it counts with the participation of 12 teachers. To investigate regarding the way of teachers collaborate and to evidence eventual impeditive fragilities of the improvement of the academic results are our main goals. During the exposition, it will be discussed the implications to the teacher’s professional development and the involved students’ learning. It will be confirmed through a method of research of a plural character – study case, with the resource of several data collection techniques – document analysis, questionnaire, observation and cooperative discussion. The results allow to perceive improvement positive signals of the practices in this kind of concerted work among teachers that aim to resolve the education failure through a differentiated interference by the students with learning difficulties.
Description
Keywords
Assessorias Articulação Melhoria (In)sucesso