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Sou capaz: a auto-eficácia no pré-escolar
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A presente dissertação tem como objectivo avaliar o contributo do método de
trabalho de projecto com estratégias específicas na promoção da auto-eficácia na autoeficácia
em contexto escolar, nomeadamente na valência de pré-escolar.
As escolhas actuais dos métodos pedagógicos, utilizados pelo professor e pelas
escolas, podem ter um impacto positivo ou negativo no desempenho que os alunos têm.
O sucesso do aluno está muito dependente das crenças de auto-eficácia que tem para
executar uma determinada actividade. Cabe ao professor arranjar estratégias que
contemplem esta premissa com o intuito de criar alunos mais confiantes e que consigam
orientar e regular a sua aprendizagem.
Compete ao ensino pré-escolar a obrigação de, progressivamente, desenvolver as
competências necessárias para que o aluno consiga, de uma forma gradual, ser o
principal agente da sua aprendizagem, tornando-o mais confiante.
Esta investigação decorreu num colégio de Lisboa, numa turma de 22 alunos de
5 anos. Durante este estudo, os alunos tiveram a oportunidade de, antes de cada
actividade, avaliarem as percepções de auto-eficácia e, posteriormente, avaliarem o seu
desempenho, analisando criticamente o trabalho desenvolvido. Paralelamente, foram
observadas e registadas em quadros, pelos professores e pais, comportamentos
associados à autoconfiança que os alunos demonstravam ter no decorrer desses
trabalhos.
O método utilizado pela instituição baseia-se no “Ensinar é Investigar” utilizado
no 1º ciclo do ensino básico. O trabalho de projecto desenvolvido ao longo da
intervenção teve como tema “os animais”.
Os resultados indicam que o método de trabalho de projecto com estratégias
específicas na promoção da auto-eficácia em jardim-de-infância tende a promover as
percepções de eficácia pessoal nos alunos. As mudanças existentes nas crenças,
anunciam que os métodos pedagógicos assentes neste tipo de trabalho, quando
praticados de uma forma regular nas salas de aula, podem provocar alterações
significativas no comportamento das crianças e consequentemente aumentarem os seus
desempenhos escolares.
This work aims to assess the contribution of the method of project work with specific strategies to promote self-efficacy in self-efficacy in schools, including the prevalence of pre-school. The current choices of teaching methods used by teachers and schools can have a positive or negative impact on the performance students have. The student success is largely dependent on the beliefs of self-efficacy that he has to perform a given activity. The teacher has to find strategies that address this premise in order to create more confident students and who are able to guide and regulate their learning. For pre-school education it is required to progressively develop the skills needed for the student to achieve, in stages, to be the main agent of their learning, making them more confident. This research was conducted in a private school in Lisbon, in a class of 22 fiveyear- old students. During this study, students had the opportunity before each activity, to assess the perceptions of self-efficacy and then evaluate their performance, critically analyzing their work. In parallel, behaviors associated with self-confidence that students have demonstrated throughout this work, were observed and recorded in pictures by teachers and their parents. The method used by the institution based on "Ensinar é Investigar", which is used in the 1st cycle of basic education. The project work developed during the speech was titled "animals". The results indicate that the method of project work with specific strategies to promote self-efficacy in kindergarten tends to promote perceptions of personal efficacy in students. Changes in existing practiced announced that existing teaching methods based on this type of work, when practiced on a regular basis in classrooms, can cause significant changes in children´s behavior and consequently increase their school performance.
This work aims to assess the contribution of the method of project work with specific strategies to promote self-efficacy in self-efficacy in schools, including the prevalence of pre-school. The current choices of teaching methods used by teachers and schools can have a positive or negative impact on the performance students have. The student success is largely dependent on the beliefs of self-efficacy that he has to perform a given activity. The teacher has to find strategies that address this premise in order to create more confident students and who are able to guide and regulate their learning. For pre-school education it is required to progressively develop the skills needed for the student to achieve, in stages, to be the main agent of their learning, making them more confident. This research was conducted in a private school in Lisbon, in a class of 22 fiveyear- old students. During this study, students had the opportunity before each activity, to assess the perceptions of self-efficacy and then evaluate their performance, critically analyzing their work. In parallel, behaviors associated with self-confidence that students have demonstrated throughout this work, were observed and recorded in pictures by teachers and their parents. The method used by the institution based on "Ensinar é Investigar", which is used in the 1st cycle of basic education. The project work developed during the speech was titled "animals". The results indicate that the method of project work with specific strategies to promote self-efficacy in kindergarten tends to promote perceptions of personal efficacy in students. Changes in existing practiced announced that existing teaching methods based on this type of work, when practiced on a regular basis in classrooms, can cause significant changes in children´s behavior and consequently increase their school performance.
Descrição
Palavras-chave
Auto-eficácia Auto-regulação Pré-escolar Trabalho de projecto Self-efficacy Self-regulation Pre-school Project work