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Diferenciação pedagógica: um caminho para o sucesso escolar, da teoria à prática
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Com este estudo pretendeu-se aprofundar o conhecimento sobre as estratégias de diferenciação pedagógica, expor hipóteses da sua aplicação prática no Ensino, neste caso no Ensino de Geografia e aferir sobre o seu contributo na motivação dos alunos, mas principalmente, na evolução do aproveitamento dos mesmos no decorrer do processo ensino-aprendizagem.
Este relatório descreve, também, a Prática de Ensino Supervisionada que foi efetuada na Escola Secundária António Damásio, na freguesia de Santa Maria dos Olivais, em Lisboa, bem como as metodologias empregues em duas turmas. Uma metodologia mais tradicional, ainda que, e obviamente, recorrendo a atividades diferenciadas e diversificadas, na turma do 8.º F, e outra metodologia assente em estratégias de diferenciação pedagógica na turma do 10.º S, do Curso Científico-Humanístico de Ciências Socioeconómicas, sobre a qual recairá, por razões óbvias, a maior atenção do nosso estudo.
A análise e interpretação dos dados e dos resultados finais, serviu para aferir sobre o cumprimento dos objetivos. Após reflexão, considera-se que os objetivos foram alcançados, tendo os resultados confirmado a tese de que os alunos se sentem mais motivados e aprendem mais com estratégias assentes na diferenciação pedagógica.
The purpose of this study was to deepen the knowledge about the strategies of pedagogical differentiation, to present hypotheses about its practical application in Teaching, in this case in Geography Teaching and to assess its contribution to students’ motivation, but mainly, in the evolution of their classifications in the course of the teaching-learning process. This report also describes the Supervised Teaching Practice that was carried out at Escola Secundária António Damásio, in the parish of Santa Maria dos Olivais, in Lisbon, as well as the methodologies used in two classes. A more traditional methodology, although obviously using different and diversified activities in the class 8.º F, and another methodology based on strategies of pedagogical differentiation in the class 10.º S of the Curso Científico-Humanístico de Ciências Socioeconómicas on which, for obvious reasons, the greatest attention will be paid in our study. The analysis and interpretation of the data and the final results served to gauge the achievement of the objectives. After reflection, it is considered that the objectives were achieved, and the results confirmed the thesis that students feel more motivated and learn more with educational strategies based on pedagogical differentiation.
The purpose of this study was to deepen the knowledge about the strategies of pedagogical differentiation, to present hypotheses about its practical application in Teaching, in this case in Geography Teaching and to assess its contribution to students’ motivation, but mainly, in the evolution of their classifications in the course of the teaching-learning process. This report also describes the Supervised Teaching Practice that was carried out at Escola Secundária António Damásio, in the parish of Santa Maria dos Olivais, in Lisbon, as well as the methodologies used in two classes. A more traditional methodology, although obviously using different and diversified activities in the class 8.º F, and another methodology based on strategies of pedagogical differentiation in the class 10.º S of the Curso Científico-Humanístico de Ciências Socioeconómicas on which, for obvious reasons, the greatest attention will be paid in our study. The analysis and interpretation of the data and the final results served to gauge the achievement of the objectives. After reflection, it is considered that the objectives were achieved, and the results confirmed the thesis that students feel more motivated and learn more with educational strategies based on pedagogical differentiation.
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Ensino de Geografia Processo ensino-aprendizagem Diferenciação pedagógica Prática de Ensino Supervisionada Pedagogical differentiation Geography teaching Teaching-learning process Supervised Teaching Practice