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Advisor(s)
Abstract(s)
Este trabalho, ao descrever e analisar as características da pedagogia moderna e o “inovador” (viagem com 25 anos) modelo educativo e formativo preconizado para as escolas profissionais, designadamente a aplicação da estrutura modular nos cursos profissionais, apresenta igualmente as dificuldades e constrangimentos de implementação do currículo modular que contribuem para o insucesso educativo. Deste modo, sendo a pedagogia diferenciada um dos fatores para o sucesso dos cursos profissionais, é urgente uma reflexão sobre novos instrumentos pedagógicos adequados aos diferentes ritmos de aprendizagem, assim como, um trabalho transdisciplinar fruto da colaboração e articulação entre a equipa pedagógica, de modo a que o currículo modular seja difundido e os ritmos flexíveis de aprendizagem sejam respeitados.
Face ao exposto, foi nosso objetivo analisar as práticas pedagógicas dos professores das escolas profissionais e o modo de aplicação da estrutura modular, nomeadamente, a utilização da diferenciação pedagógica e o abandono da metodologia tradicional, das conceções uniformizadoras do passado.
Definimos como estratégia de investigação uma metodologia quantitativa, descritiva e correlacional, centrada num questionário aplicado a uma amostra não probabilística por conveniência, constituída por 108 professores de 5 escolas profissionais do distrito de Viseu.
Os resultados obtidos permitem-nos concluir que, embora os professores estejam conscientes da necessidade de modificar as suas práticas pedagógicas, as variáveis em estudo revelaram-se inadequadas, designadamente os métodos de ensino e aprendizagem, o trabalho colaborativo entre professores, as aulas de apoio/ recuperação de módulos e a metodologia de avaliação dos alunos.
Deste modo, os resultados indicam que há ainda um caminho a percorrer para que a escola se torne uma organização inclusiva, reflexiva e aprendente, com a responsabilidade de se pensar e de melhorar continuamente, refletindo e analisando as suas práticas, perspetivando o sucesso escolar dos seus alunos.
This work, by describing and analyzing the characteristics of modern pedagogy and the "innovative" (25 years journey) education and training model advocated for vocational schools, including the implementation of the modular structure in vocational courses, also shows the difficulties and constraints on the implementation of modular curriculum that contributes to educational failure. Thus, being the differentiated learning one of the factors to the success of vocational courses, it’s necessary a reflection on new teaching tools appropriate to the different rhythms of learning, as well as a transdisciplinary collaborative effort work and coordination between the teaching staff in order to widespread the modular curriculum and to respect flexible rates of learning. That given, our purpose was to analyze the pedagogical practices of teachers in vocational schools and the implementation mode of the modular structure, for instance, the use of varied teaching and the abandon of the traditional methodology and unifying past conceptions. We have defined as an investigation strategy, a quantitative, descriptive and correlational methodology, centered on a questionnaire administered to a non-probabilistic sample consisting of 108 teachers from 5 vocational schools of the district of Viseu. The results allow us to conclude that, although teachers are aware of the need to modify their teaching practices, the variables under study proved to be inadequate, in particular in what concerns to the methods of teaching and learning, the cooperative work among teachers, the support classes and student assessment. Therefore, the results indicate that there is still a long way to go to change school into an inclusive, reflective and learning organization, with the responsibility to think itself and to improve continuously by reflecting and analyzing its practices in order to achieve better results.
This work, by describing and analyzing the characteristics of modern pedagogy and the "innovative" (25 years journey) education and training model advocated for vocational schools, including the implementation of the modular structure in vocational courses, also shows the difficulties and constraints on the implementation of modular curriculum that contributes to educational failure. Thus, being the differentiated learning one of the factors to the success of vocational courses, it’s necessary a reflection on new teaching tools appropriate to the different rhythms of learning, as well as a transdisciplinary collaborative effort work and coordination between the teaching staff in order to widespread the modular curriculum and to respect flexible rates of learning. That given, our purpose was to analyze the pedagogical practices of teachers in vocational schools and the implementation mode of the modular structure, for instance, the use of varied teaching and the abandon of the traditional methodology and unifying past conceptions. We have defined as an investigation strategy, a quantitative, descriptive and correlational methodology, centered on a questionnaire administered to a non-probabilistic sample consisting of 108 teachers from 5 vocational schools of the district of Viseu. The results allow us to conclude that, although teachers are aware of the need to modify their teaching practices, the variables under study proved to be inadequate, in particular in what concerns to the methods of teaching and learning, the cooperative work among teachers, the support classes and student assessment. Therefore, the results indicate that there is still a long way to go to change school into an inclusive, reflective and learning organization, with the responsibility to think itself and to improve continuously by reflecting and analyzing its practices in order to achieve better results.
Description
Keywords
Escola profissional Estrutura modular Escola inclusiva Pedagogia diferenciada Vocational school Modular structure Inclusive school Differentiated learning