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Advisor(s)
Abstract(s)
A compreensão dos Trabalhos Para Casa (TPC) foi e é ainda uma questão de
grande relevo no percurso escolar de todos os alunos. Refletir sobre a sua importância
para o processo ensino aprendizagem é o mote que anima o trabalho de investigação
que aqui se apresenta. Da nossa prática docente (1º ciclo) e do diálogo com os pais/EE,
sobressai, muitas vezes, a questão da importância e impacto dos TPC no processo de
aprendizagem e desenvolvimento dos alunos. A questão reside em saber se os TPC são
importantes para responsabilizar os alunos e sistematizar as aprendizagens e, dessa
forma perceber a sua importância e feitos na construção de saberes sólidos.
Da literatura, percebemos a existência de um mapa concetual cuja matriz concebe
a melhoria das aprendizagens e a construção ativa do conhecimento por parte dos
alunos (Araújo, 2006; Cooper, 1989; Meirieu, 1998; Monteiro, 2002; Perrenoud, 2001;
Pestana, 2013).
Do ponto de vista empírico, optamos pela investigação qualitativa, sob a forma de
estudo caso, sustentado na questão: “Quais os contributos dos TPC na melhoria das
aprendizagens dos alunos?” A partir da questão central, definimos três objetivos: 1)
Identificar as estratégias convocadas pelos docentes para a realização dos TPC; 2)
Aferir a perceção dos alunos, dos professores e dos pais/EE sobre o valor dos TPC; e 3)
Identificar os contributos dos TPC nas aprendizagens e sucesso dos alunos.
O estudo permitiu observar e perceber como fazem os professores a solicitação
dos TPC, o efeito dos TPC na aprendizagem e a importância reconhecida pelos
professores, alunos e pais/EE.
Homework (HW) comprehension was and still is a question of great relevance on every student academic career. Reflecting on its importance to the teaching-learning process is the motto that boosts the investigation work that is here presented. Most of the times, the question of the impact and importance of homework on the learning process and development of the students stands out during our educational practice (1st course of study) and dialogues with parents or guardians. Knowing if homework is important to make the students responsible and systematize the apprenticeship is the centre of the question and, therefore, understands its importance and accomplishments on the construction of solid knowledge. From literature, we realized the existence of a conceptual map whose matrix conceives the learning improvement and the active construction of knowledge by the students (Araújo, 2006; Cooper, 1989; Meirieu, 1998; Monteiro, 2002; Perrenoud, 2001; Pestana, 2013). On an empirical point of view, we chose the qualitative investigation, under a study case form, supported on the question: “Which are homework contributes to the improvement of the students’ learnings?” Starting from the central question, we established three goals: 1) Identifying the strategies picked by teachers for homework execution; 2) Checking the students, teachers and parents/guardians’ perception on the value of homework; and 3) Identifying the contributes of homework on the learning and success of students. This study allowed observing and understanding how teachers request homework, its effect on apprenticeship and the importance recognized by teachers, students and parents/guardians.
Homework (HW) comprehension was and still is a question of great relevance on every student academic career. Reflecting on its importance to the teaching-learning process is the motto that boosts the investigation work that is here presented. Most of the times, the question of the impact and importance of homework on the learning process and development of the students stands out during our educational practice (1st course of study) and dialogues with parents or guardians. Knowing if homework is important to make the students responsible and systematize the apprenticeship is the centre of the question and, therefore, understands its importance and accomplishments on the construction of solid knowledge. From literature, we realized the existence of a conceptual map whose matrix conceives the learning improvement and the active construction of knowledge by the students (Araújo, 2006; Cooper, 1989; Meirieu, 1998; Monteiro, 2002; Perrenoud, 2001; Pestana, 2013). On an empirical point of view, we chose the qualitative investigation, under a study case form, supported on the question: “Which are homework contributes to the improvement of the students’ learnings?” Starting from the central question, we established three goals: 1) Identifying the strategies picked by teachers for homework execution; 2) Checking the students, teachers and parents/guardians’ perception on the value of homework; and 3) Identifying the contributes of homework on the learning and success of students. This study allowed observing and understanding how teachers request homework, its effect on apprenticeship and the importance recognized by teachers, students and parents/guardians.
Description
Keywords
Trabalhos de casa (TPC) Estratégias Contributos Aprendizagens Homework (HW) Strategies Contributes Learning