Estratégias Pedagógicas de Ensino/Aprendizagem e seus Resultados

Abstract

Ao longo do tempo, foi surgindo um novo despertar de mentalidades que permitiu que o ensino fosse pensado de uma forma mais ponderada, contribuindo eficazmente para um melhor desempenho do aluno. O presente trabalho tem como objetivo principal aprofundar o conhecimento sobre as estratégias de Ensino/Aprendizagem, os seus resultados (avaliação) e o seu papel enquanto elemento fundamental na formação dos alunos, visando naturalmente o papel do professor e a sua importância na disciplina de História. Tentaremos assim responder a questões como: 1) De que forma, as diversas estratégias de ensino/aprendizagem adotadas por um professor, em determinado momento, podem influenciar positivamente a aprendizagem do aluno? 2) As estratégias de ensino/aprendizagem podem melhorar significativamente a avaliação do aluno? Foram aplicadas diversas estratégias de ensino aprendizagem e metodologias de trabalho ao longo do ano letivo, tendo em conta as caraterísticas dos alunos o que nos permitiu tirar algumas conclusões. A metodologia usada foi a Design Based Research (DBR), de natureza qualitativa, uma vez que a mesma privilegia os papeis dos intervenientes diretos na construção do conhecimento, aproximando-se assim de uma lógica construtivista. No final deste estudo, concluímos que as estratégias de Ensino/Aprendizagem são de suma importância, pois permitem que o aluno tenha um melhor desempenho quando as mesmas são pensadas e idealizadas tendo em conta as caraterísticas da turma, como podemos comprovar com os resultados obtidos.

Over time, emerged a new awakening in mentalities that allowed teaching to be thought of in a more considerate way, thus contributing more effectively to a better performance of the student. The main objective of this work is to deepen knowledge about teaching/learning strategies, their results (evaluation) and their role as a fundamental element in the training of students, naturally aiming at the role of the teacher and their importance in the subject of History. Thus, we will try to answer questions such as: 1) How can the various teaching/learning strategies adopted by a teacher, at a given time, positively influence students’ learning? 2) Can teaching/learning strategies significantly improve students’ assessment? Several teaching/learning strategies and work methodologies were applied throughout the school year, considering the students’ characteristics, which allowed us to draw some conclusions. It was used the Design Based Research (DBR) methodology, of qualitative nature, since it privileged the roles of direct actors in the construction of knowledge, thus approaching a constructivist logic. At the end of this study, we conclude that teaching/learning strategies are of importance, because they allow the student to perform better when those same strategies are thought and idealized considering the characteristics of the class, as we can prove with the obtained results.The importance of this issue and the relevant role it plays for interns and for the professional life of any teacher is undeniable.It was a year of great sharing, mainly with the students, but also with the rest of the school community, with the supervisors and fellow trainees, with whom I developed cooperative work, which was essential for this study to materialize.The constant change in society and its evolution obliges teachers to continually adapt their practices, especially in terms of strategies and assessment. To continue teaching excellence and reach the "ideal" school, it is necessary to continue to study and investigate, to believe in a better future, in the processes of innovation and technology, it is also necessary to reflect and analyze so that the construction of knowledge is materialize.