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A investigação apresentada surge no âmbito do processo de monitorização pedagógica pela Universidade Católica Portuguesa ao Projeto FAINA 1:1 desenvolvido no Agrupamento de Escolas de Montemor-o-Novo entre os anos 2017 e 2019. Este Agrupamento assumiu o compromisso de uma turma de 7º ano abdicar do manual escolar em papel em todas as disciplinas, ao longo de todo o 3º ciclo, tendo ao dispor para cada aluno um espaço de conteúdos digitais instalados num tablet. Assente na seleção, criação e disponibilização dos conteúdos de todas as disciplinas por parte dos professores, recorrendo aos tablets, implicando a construção de um manual digital, o Projeto FAINA 1:1 constituiu um elemento impulsionador de uma estratégia de inovação pedagógica. Pretendeu-se, assim, identificar ao longo dos três anos de desenvolvimento do Projeto uma alteração das metodologias e estratégias educativas por parte dos docentes e da capacidade de adaptação por parte dos alunos. Adotando uma metodologia mista, através da realização de entrevistas, da aplicação de questionários, da observação de aulas e da análise documental testemunhou-se o potencial do Projeto enquanto propulsor de rotura do paradigma tradicional de ensino e de um processo de ensino-aprendizagem ativo.
This research appears within the scope of the pedagogical monitoring process by the Portuguese Catholic University to the FAINA 1: 1 Project, developed in the School Group of Montemor-o-Novo between the years 2017 and 2019. This Group assumed the commitment of a class of 7th year abdicate the traditional paper school manual in all subjects, throughout the 3rd cycle, having available to each student a space of digital content installed on a tablet. Based on the selection, creation, and availability of the contents of all subjects by the teachers, using tablets, implying the construction of a digital manual, the FAINA Project constituted a driving element of a pedagogical innovation strategy. It was intended, therefore, to identify, during the three years of development, a change in the educational methodologies and strategies on the part of the teachers and the ability of the students to adapt to a new context. Adopting a mixed methodology, by conducting interviews, applying questionnaires, observing classes and document analysis, the Project's potential was seen as a driver for breaking the traditional teaching paradigm and an active teaching-learning process.
This research appears within the scope of the pedagogical monitoring process by the Portuguese Catholic University to the FAINA 1: 1 Project, developed in the School Group of Montemor-o-Novo between the years 2017 and 2019. This Group assumed the commitment of a class of 7th year abdicate the traditional paper school manual in all subjects, throughout the 3rd cycle, having available to each student a space of digital content installed on a tablet. Based on the selection, creation, and availability of the contents of all subjects by the teachers, using tablets, implying the construction of a digital manual, the FAINA Project constituted a driving element of a pedagogical innovation strategy. It was intended, therefore, to identify, during the three years of development, a change in the educational methodologies and strategies on the part of the teachers and the ability of the students to adapt to a new context. Adopting a mixed methodology, by conducting interviews, applying questionnaires, observing classes and document analysis, the Project's potential was seen as a driver for breaking the traditional teaching paradigm and an active teaching-learning process.
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Manual Conteúdos digitais Ensino Aprendizagem Ambientes virtuais de aprendizagem School manual Digital content Teaching Learning Virtual Learning environments