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As salas de aula ainda são consideradas o jardim secreto, o que se traduz em algum desconhecimento das práticas metodológicas usadas pelos professores, nomeadamente ao nível do 1º ciclo do ensino básico. A presente investigação incide sobre esta temática, sendo desenvolvida num colégio privado, situado em Lisboa. Através da mesma, pretende-se identificar metodologias promotoras da envolvência dos alunos, e consequentemente, da aprendizagem, assim como metodologias que poderão funcionar como obstáculos a uma maior entrega dos mesmos, logo, ao sentido que atribuem à escola.
Este estudo é de natureza qualitativa, recai mais especificamente sobre um estudo de caso, através do qual é investigada a temática acima referida, a partir do seu contexto real.
Na globalidade, os resultados espelham uma escassa vivência da profissionalidade docente. As professoras evidenciam fragilidades no âmbito da autonomia, usando frequentemente o manual escolar, não definindo assim estratégias de ensino; assim como revelam uma débil reflexão sobre as suas práticas, uma vez que associam a frágil implicação dos alunos e os baixos resultados, a fatores externos e não estabelecem uma relação entre estas duas constatações e as práticas metodológicas utilizadas.
Estas práticas apresentam marcas do modelo de organização escolar instituído desde o período da escola de massas, isto porque o poder das professoras sobre a sua ação, assim como a reflexão sobre a mesma, não emergem de modo vincado.
O efeito professor é também evidente no desempenho dos alunos, podendo, por um lado, promover a aprendizagem, ou por outro, travar o questionamento e a curiosidade dos mesmos.
Face aos resultados, sobressai uma necessidade de questionar os modos de trabalho docente, no sentido de aperfeiçoar caminhos. Neste sentido, destaca-se a importância da interação entre docentes, onde a supervisão assume um papel fundamental no aperfeiçoamento de estratégias de desenvolvimento profissional.
Classrooms are, to this day, still considered a secret garden. This translates into some ignorance of the methodological practices used by teachers, namely at the first cycle of basic education level. The present investigation focuses on this theme, having been developed in a private school in Lisbon. Through this investigation one intends to identify methodologies that promote the students’ involvement and, consequently, promote learning, as well as identify methodologies that may work as obstacles to a greater commitment of the students’ and therefore to the meaning they will give to school. This study is of a qualitative nature falling, more specifically, on a case study. The theme above is studied through this case study, therefore through its real context. Overall, the results reflect a scarce experience of the teaching profession. The teachers display weaknesses regarding autonomy, using their textbook frequently and thus not defining teaching strategies. They also reveal a feeble reflection of their own practices given that they associate the fragile involvement and the low results of their students to external factors and don’t establish a relation between these two statements and the methodological practices used. These practices present marks of the model of school organization established during the period of mass schooling. This is because both the power of the teachers over their own actions and their reflection over these same actions do not emerge in a pronounced way. The teacher effect is also evident in the students’ performance by either being able to promote learning or by stunting the students’ questioning and curiosity. In light of these results, a need for questioning the teachers’ work methods is highlighted in order to perfect paths. For this to happen the importance of teachers’ interaction is highlighted where supervision takes on a fundamental role for perfecting professional development strategies.
Classrooms are, to this day, still considered a secret garden. This translates into some ignorance of the methodological practices used by teachers, namely at the first cycle of basic education level. The present investigation focuses on this theme, having been developed in a private school in Lisbon. Through this investigation one intends to identify methodologies that promote the students’ involvement and, consequently, promote learning, as well as identify methodologies that may work as obstacles to a greater commitment of the students’ and therefore to the meaning they will give to school. This study is of a qualitative nature falling, more specifically, on a case study. The theme above is studied through this case study, therefore through its real context. Overall, the results reflect a scarce experience of the teaching profession. The teachers display weaknesses regarding autonomy, using their textbook frequently and thus not defining teaching strategies. They also reveal a feeble reflection of their own practices given that they associate the fragile involvement and the low results of their students to external factors and don’t establish a relation between these two statements and the methodological practices used. These practices present marks of the model of school organization established during the period of mass schooling. This is because both the power of the teachers over their own actions and their reflection over these same actions do not emerge in a pronounced way. The teacher effect is also evident in the students’ performance by either being able to promote learning or by stunting the students’ questioning and curiosity. In light of these results, a need for questioning the teachers’ work methods is highlighted in order to perfect paths. For this to happen the importance of teachers’ interaction is highlighted where supervision takes on a fundamental role for perfecting professional development strategies.
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Professor Práticas metodologias Aluno Implicação Aprendizagem Teacher Methodological practices Student Involvment Learning