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Publicação
Inteligências múltiplas através do ensino baseado em tarefas na aula de línguas estrangeiras
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Orientador(es)
Resumo(s)
A teoria das inteligências múltiplas desenvolvida por Howard Gardner defende
que todos os seres humanos possuem oito tipos de inteligências (linguística, lógicomatemática,
espacial, musical, corporal cinestésica, interpessoal, intrapessoal e
naturalista) estando mais ou menos desenvolvidas dependendo dos estímulos que
receberem, entre outros fatores.
Partindo da premissa de que o ensino-aprendizagem de uma língua estrangeira pode ser
mais eficaz se tiver em consideração as várias inteligências presentes e a diversidade de
tarefas levadas à sala de aula, pretendeu-se confirmar/ refutar esta convicção com
base no trabalho de observação e de lecionação desenvolvido no âmbito da Prática
de Ensino Supervisionada em inglês na Escola Secundária Sebastião da Gama, em
Setúbal, e em espanhol na Escola Básica EB2/3 José Maria dos Santos, em Pinhal Novo.
The theory of multiple intelligences developed by Howard Gardner argues that all human beings have eight types of intelligences (linguistic, logical- mathematical, spatial, musical, kinaesthetic body, interpersonal, intrapersonal and naturalist) however; some being more or less developed depending on the encouragement they receive amongst other factors. This reports sets out to test the premise that paying attention to the different intelligences and to the diversity of tasks taken to students while teaching a foreign language improves learning conditions. The premise is tested through observation and teaching carried out in English and Spanish courses as part of the Supervised Teaching Practicum in Secondary School in Setúbal (for English teaching) and in Basic School in Pinhal Novo (for Spanish teaching), during the 2015-2016 school year.
The theory of multiple intelligences developed by Howard Gardner argues that all human beings have eight types of intelligences (linguistic, logical- mathematical, spatial, musical, kinaesthetic body, interpersonal, intrapersonal and naturalist) however; some being more or less developed depending on the encouragement they receive amongst other factors. This reports sets out to test the premise that paying attention to the different intelligences and to the diversity of tasks taken to students while teaching a foreign language improves learning conditions. The premise is tested through observation and teaching carried out in English and Spanish courses as part of the Supervised Teaching Practicum in Secondary School in Setúbal (for English teaching) and in Basic School in Pinhal Novo (for Spanish teaching), during the 2015-2016 school year.
Descrição
Palavras-chave
Tarefas Diversidade Inteligências múltiplas Motivação Multiple intelligences Tasks Diversity Motivation