Modos de ensinar e aprender no 1º ciclo do ensino básico

Abstract

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.

Date of Award	22 Apr 2016
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	José Matias Alves (Supervisor)