Contribuições da aprendizagem cooperativa na escola pública: uma experiência no primeiro ano do ensino fundamental
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Data
2019-03-18
Autores
Brunatti, Cilmara Cristina Rodrigues Mayoral [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa apresenta uma intervenção pautada em procedimentos da Aprendizagem Cooperativa e propõe uma reflexão de seus efeitos, fundamentada em teóricos da Aprendizagem Cooperativa. O objetivo deste estudo é compreender como uma intervenção com o uso de estratégias cooperativas para aprendizagem de diferentes conteúdos escolares e um ambiente sociomoral cooperativo podem favorecer o desenvolvimento das habilidades cooperativas de formação e de funcionamento de crianças de 5 a 7 anos, assim como, a melhora da qualidade da convivência na sala de aula. Inicialmente, expõe-se o referencial teórico que fundamenta as investigações a respeito da Aprendizagem Cooperativa, por autores como Díaz-Aguado (2006), Torrego e Negro (2014), Pujolàs (2014), Echeita (2014), entre outros pesquisadores que compartilham desse mesmo pensamento, e algumas reflexões sobre o ambiente sociomoral da escola, baseadas em De Vries e Zan (1998). A investigação consiste em um estudo de natureza interventiva e delineamento quase experimental, em série temporal. Foi realizada em uma turma de 1° ano do Ensino Fundamental I de uma escola municipal de uma cidade do interior do Estado de São Paulo, composta por 22 alunos de cinco a sete anos, sendo 10 meninas e 12 meninos. Foram elaboradas intervenções com procedimentos de Aprendizagem Cooperativa, por meio das quais se buscou uma proposta educativa diferenciada, na qual se criaram condições para o trabalho em grupos heterogêneos e para o desenvolvimento dos elementos essenciais da Aprendizagem Cooperativa, a saber: a interdependência positiva, a interação face a face, as habilidades de cooperação, a responsabilidade individual e o processamento grupal. As equipes-base, constituídas de quatro ou três membros, trabalharam juntas, durante a intervenção, para o desenvolvimento das atividades. Os resultados foram estatisticamente significantes, quando analisados os resultados do pré-teste (primeira testagem), segunda testagem e pós-teste, em relação às habilidades cooperativas de formação e de funcionamento, as quais são de suma importância para o trabalho cooperativo em sala de aula, propiciando a interação de conhecimentos e trocas de experiências, além de oportunizarem o exercício de processos democráticos e de resoluções de conflitos, por meio dessas interações. Além disso, os resultados apontaram que a promoção de situações em que se possa cooperar e aprender a cooperar pode contribuir para o desenvolvimento sociomoral das crianças e a melhoria da qualidade da convivência em sala de aula.
This research presents an intervention based on Cooperative Learning procedures and proposes a reflection of its effects, based on Cooperative Learning theorists. The objective of this study is to understand how an intervention with the use of cooperative learning strategies to different school contents and a cooperative sociomoral environment can favor the development of the cooperative skills of training and functioning of children from 5 to 7 years, as well as improving the quality of living together in the classroom. Initially, the theoretical framework that underlies research on Cooperative Learning is presented by authors such as Díaz-Aguado (2006), Torrego e Negro (2014), Pujolàs (2014), Echeita (2014), among other researchers who share of this same comprehension, and some reflections on the sociomoral environment of the school, based on the authors De Vries and Zan (1998). The investigation consists of an, interventional study and almost experimental design in a time series. It was carried out in a 1st grade class of Elementary School I of a municipal school, a countryside of the State of São Paulo, composed of 22 students, five to seven years old, 10 girls and 12 boys. Interventions with Cooperative Learning procedures were developed through which a differentiated educational proposal, in which conditions were created for working in heterogeneous groups and for the development of the essential elements of Cooperative Learning, namely: positive interdependence, interaction face to face, cooperation skills, individual responsibility and group processing. The base teams were made up of four or three members, who worked together during the intervention to develop the activities. The results were statistically significant, when the results of the pretest (first test), second test and post-test were analyzed in relation to the cooperative training and functioning skills, which are of paramount importance for cooperative work in the classroom, favoring the interaction of knowledge and exchanges of experiences, as well as opportunizing the exercise of democratic processes and conflict resolution, through these interactions. In addition, the results showed that the promotion of situations in which cooperation and learning cooperate can contribute to the sociomoral development of children, and to the improvement of the quality of living in the classroom.
This research presents an intervention based on Cooperative Learning procedures and proposes a reflection of its effects, based on Cooperative Learning theorists. The objective of this study is to understand how an intervention with the use of cooperative learning strategies to different school contents and a cooperative sociomoral environment can favor the development of the cooperative skills of training and functioning of children from 5 to 7 years, as well as improving the quality of living together in the classroom. Initially, the theoretical framework that underlies research on Cooperative Learning is presented by authors such as Díaz-Aguado (2006), Torrego e Negro (2014), Pujolàs (2014), Echeita (2014), among other researchers who share of this same comprehension, and some reflections on the sociomoral environment of the school, based on the authors De Vries and Zan (1998). The investigation consists of an, interventional study and almost experimental design in a time series. It was carried out in a 1st grade class of Elementary School I of a municipal school, a countryside of the State of São Paulo, composed of 22 students, five to seven years old, 10 girls and 12 boys. Interventions with Cooperative Learning procedures were developed through which a differentiated educational proposal, in which conditions were created for working in heterogeneous groups and for the development of the essential elements of Cooperative Learning, namely: positive interdependence, interaction face to face, cooperation skills, individual responsibility and group processing. The base teams were made up of four or three members, who worked together during the intervention to develop the activities. The results were statistically significant, when the results of the pretest (first test), second test and post-test were analyzed in relation to the cooperative training and functioning skills, which are of paramount importance for cooperative work in the classroom, favoring the interaction of knowledge and exchanges of experiences, as well as opportunizing the exercise of democratic processes and conflict resolution, through these interactions. In addition, the results showed that the promotion of situations in which cooperation and learning cooperate can contribute to the sociomoral development of children, and to the improvement of the quality of living in the classroom.
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Palavras-chave
Ensino fundamental, Intervenção pedagógica, Aprendizagem cooperativa, Ambiente sociomoral cooperativo, Desenvolvimento sociomoral, Elementary school, Pedagogical intervention, Cooperative learning, Cooperative sociomoral environment, Sociomoral development