A aprendizagem cooperativa como uma proposta didático-metodológica nos anos iniciais do Ensino Fundamental
Carregando...
Arquivos
Data
2017-03-01
Autores
Bello, Márcia Miranda Silveira
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A escola no Brasil sempre foi um espaço restrito no qual só tinha acesso pessoas que se encaixavam em um padrão social pré-estabelecido. Atualmente, algumas políticas públicas têm buscado alterar esse cenário direcionando a escola no sentido de torná-la inclusiva a partir da reconstrução seu papel no sentido de oferecer formas de ensino que garantam a participação efetiva de todos os alunos no processo de ensino e aprendizagem. Essas políticas, ainda que tenham um longo caminho a percorrer para garantir o acesso à educação à totalidade da população, já produziram grandes modificações na realidade escolar gerando turmas muito mais heterogêneas. Nessa perspectiva, emerge a questão da pesquisa: como o professor pode atender à diversidade presente em sua sala de aula e possibilitar a aprendizagem de seus alunos considerando suas diferenças? A hipótese apresentada é a de que uma mudança na perspectiva metodológica, que substitua práticas excludentes por uma que permita a participação de todos os alunos, é um caminho possível para responder à diversidade presente no contexto escolar. Dessa forma, o objetivo geral foi analisar o impacto do uso de uma metodologia de ensino e aprendizagem denominada Aprendizagem Cooperativa (AC) na aprendizagem dos alunos. Enquanto que os objetivos específicos foram: colocar em prática a referida metodologia em uma turma do 4º ano do Ensino Fundamental I de uma escola municipal do estado de São Paulo; apontar os entraves e potencialidades do uso dessa metodologia no contexto da escola pública brasileira a partir da experiência realizada e elaborar um material didático pedagógico para o professor de Educação Básica contendo orientações e direcionamentos sobre o uso da AC em sala de aula. A AC é um conjunto de técnicas para organizar o trabalho em grupo que tem se mostrado eficaz na construção da Escola Inclusiva, pois respeita a diversidade humana, propondo-se a ensinar todos os alunos juntos de acordo com suas singularidades. Assim, após intervenção, foi possível observar por meio da coleta dos dados, melhoras no desempenho acadêmico dos alunos, na participação deles nas atividades de ensino-aprendizagem, na autopercepção com relação a seus comportamentos e ações, bem como uma maior autonomia na resolução de conflitos dentro do grupo. Foram constatados ainda alguns entraves com relação ao uso dessa metodologia na realidade da escola onde ocorreu a intervenção e que podem ser “extrapolados” para as demais escolas públicas: pouco tempo para superação de uma postura de passividade por parte dos alunos, falta de continuidade no trabalho com uma metodologia diferenciada e falta de interesse e investimento do poder público na formação de professores para a implementação de práticas inovadoras e inclusivas.
In Brazil, schools have always been a restricted place in which the access is possible since people fit in a pre-established social pattern. Recently, some public politics have been seeking to improve this scenario in order for the school to become inclusive, reconstructing its role in offering ways of teaching that assure the participation of all students in the process of teaching and learning. These politics, besides having a long way to assure access to education for everyone, have already produced major modifications in schools realm, resulting in classrooms that are more heterogeneous. In this perspective, the question of research is: how can the teacher manage the diversity in classrooms and enable the learning of students considering their differences? The hypotheses is: a change in the perspective of methodology, that replaces excluding practices to others that enable the participation of all students, is a possible way to answer to the diversity presented in the context of schools. Thus, the general objective was to analyze the impact of the use of a teaching and learning methodology denominated Cooperative Learning in students learning process. The specific objectives were: put into practice the methodology in a 4th grade classroom (Elementary School) of a municipal school in São Paulo state; point the obstacles and the potentialities of using the methodology in the context of a public Brazilian school and elaborate a pedagogical textbook to the Elementary School teacher with guidelines and orientations about Collaborative Learning in classrooms. The Collaborative Learning is a set of techniques to organize the group work that has been successful in the construction of an Inclusive School, because it respects the human diversity, proposing to teach all the students together according to each singularities. After the intervention, it was possible to observe, through the collection of data, an academic improvement of students in their participation in activities of teaching and learning, in their self-perception related to their behavior and actions, as well as a greater autonomy in solution of conflicts inside the group. In this intervention, some obstacles were verified concerning the use of this methodology in the real school context, which may be extrapolated to other public schools. The obstacles were the following: short time for students to overcome a posture of passivity, lack of continuum in a methodology that is differentiated and lack of interest and public investment in professional training for teachers in order to promote practices that are inclusive and innovative.
In Brazil, schools have always been a restricted place in which the access is possible since people fit in a pre-established social pattern. Recently, some public politics have been seeking to improve this scenario in order for the school to become inclusive, reconstructing its role in offering ways of teaching that assure the participation of all students in the process of teaching and learning. These politics, besides having a long way to assure access to education for everyone, have already produced major modifications in schools realm, resulting in classrooms that are more heterogeneous. In this perspective, the question of research is: how can the teacher manage the diversity in classrooms and enable the learning of students considering their differences? The hypotheses is: a change in the perspective of methodology, that replaces excluding practices to others that enable the participation of all students, is a possible way to answer to the diversity presented in the context of schools. Thus, the general objective was to analyze the impact of the use of a teaching and learning methodology denominated Cooperative Learning in students learning process. The specific objectives were: put into practice the methodology in a 4th grade classroom (Elementary School) of a municipal school in São Paulo state; point the obstacles and the potentialities of using the methodology in the context of a public Brazilian school and elaborate a pedagogical textbook to the Elementary School teacher with guidelines and orientations about Collaborative Learning in classrooms. The Collaborative Learning is a set of techniques to organize the group work that has been successful in the construction of an Inclusive School, because it respects the human diversity, proposing to teach all the students together according to each singularities. After the intervention, it was possible to observe, through the collection of data, an academic improvement of students in their participation in activities of teaching and learning, in their self-perception related to their behavior and actions, as well as a greater autonomy in solution of conflicts inside the group. In this intervention, some obstacles were verified concerning the use of this methodology in the real school context, which may be extrapolated to other public schools. The obstacles were the following: short time for students to overcome a posture of passivity, lack of continuum in a methodology that is differentiated and lack of interest and public investment in professional training for teachers in order to promote practices that are inclusive and innovative.
Descrição
Palavras-chave
Escola inclusiva, Grupos cooperativos, Metodologia de ensino-aprendizagem, Aprendizagem cooperativa, Ensino Fundamental I, Inclusive school, Cooperative groups, Teaching and learning methodology, Cooperative learning, Elementary school