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Advisor(s)
Abstract(s)
Um processo pedagógico que vise o desenvolvimento das capacidades e poten cialidades do aluno, tem de ser personalizado.
A perceção que o aluno tem da escola, das metodologias, das matérias, de si
próprio e das relações com os outros, não pode ser subestimada no planeamento,
implementação e controlo do processo.
No âmbito do projeto “Educação Física nas Escolas da RAM – Compreender, in tervir, transformar (EFERAM-CIT)”, esta variável tem assumido uma importância
acrescida, permitindo dar resposta às necessidades e motivações do aluno sem se
perder a coerência programática.
Os resultados obtidos evidenciam que, ter em consideração a perceção do aluno
sobre as diferentes vertentes do processo pedagógico, facilita o permanente diálo go professor-aluno, potenciando o desenvolvimento do espírito crítico na linha do
que é defendido por Paulo Freire.
A pedagogical process aiming to develop the student’s skills and potential must be personalized. The student’s perception of school, methodologies, subjects, himself, relation ships with others, cannot be underestimated in the planning cycle, implementa tion and control of the pedagogical process. In the project “Physical Education in Schools from the Autonomous Region of Madeira - Understand, intervene, transform (EFERAM-CIT)”, this variable has as sumed extremely importance, allowing to respond to the student’s needs and mo tivations without losing programmatic coherence. The results obtained show that taking into consideration the student’s percep tion of the different aspects of the pedagogical process, this facilitates the perma nent teacher-student dialogue, enhancing the development of a critical spirit in line with what is defended by Paulo Freire.
A pedagogical process aiming to develop the student’s skills and potential must be personalized. The student’s perception of school, methodologies, subjects, himself, relation ships with others, cannot be underestimated in the planning cycle, implementa tion and control of the pedagogical process. In the project “Physical Education in Schools from the Autonomous Region of Madeira - Understand, intervene, transform (EFERAM-CIT)”, this variable has as sumed extremely importance, allowing to respond to the student’s needs and mo tivations without losing programmatic coherence. The results obtained show that taking into consideration the student’s percep tion of the different aspects of the pedagogical process, this facilitates the perma nent teacher-student dialogue, enhancing the development of a critical spirit in line with what is defended by Paulo Freire.
Description
Keywords
Perceção Diálogo Educação Personalização Perception Dialogue Education Personalized . Faculdade de Ciências Sociais
Citation
Publisher
Centro de Investigação em Educação da Universidade da Madeira (CIE-UMa)