Programa tutorial em crianças do 4.º ano de escolaridade: Benefícios cognitivos

 

Vera Monteiro (*)

 

RESUMO

O presente trabalho teve como propósito o estudo do efeito-tutor, ou seja, pretendeu-se investigar os benefícios cognitivos que uma criança de 9 anos poderia retirar do facto de ser colocada na situação de tutor de uma outra criança mais nova. A amostra foi constituida por 14 alunos do 3.º ano de escolaridade e 22 alunos do 4.º ano de escolaridade do ensino básico. Oito alunos do 4.º ano trabalharam individualmente (grupo de controlo), enquanto que 14 díades cada uma composta por uma criança tutor do 4.º ano e um tutorando do 3.º ano formaram o grupo experimental. A tarefa apresentada aos sujeitos de ambos os grupos, consistia em procurar palavras num dicionário de língua materna. Na situação diádica o tutor ajudava o seu colega a resolver a tarefa que este desconhecia. Da análise dos resultados pode retirar-se a seguinte conclusão: As crianças que funcionaram como tutores apresentaram, relativamente aos colegas que trabalharam individualmente, mais benefícios cognitivos.

Palavras-chave: Interacções sociais entre pares, tutorado, benefícios cognitivos.

 

ABSTRACT

The present work was designed with the purpose of studying the peer-tutoring system. This system, in its most general form, can be defined as a pedagogical method in which a «competent» student act as a tutor of a less «competent» classmate.

With this research we aimed emphasizing the existence of a tutoring effect, that is to say, we wanted to examine the presence of personal cognitive gains in 9-year-old children who were tutoring younger children.

We worked with 14 third grade students (8 years old) and 22 fourth graders (9 years old). The control group included eight of the fourth graders who were assigned individual work, whereas the experimental group consisted of 14 dyads, each of them included a tutor (fourth grader) and a tutee (third grader) who was helped during the session.

The task presented to all subjects consisted on looking some words that were given by the present researcher in a dictionary of their own language. In the dyadic situation each tutor helped his (or her) classmate in solving the task, which was unknown to him (or her).

The results that we obtained led us to the following conclusions: Children that act as tutors present more individual cognitive gains than their classmates who perform individual work.

Key words: Social interactions, peer tutoring, cognitive gains.

 

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(*) Instituto Superior de Psicologia Aplicada, Lisboa.