Interacções professor-aluno nas salas de aula no 1.º CEB: Indicadores de qualidade

 

Joana Cadima, Teresa Leal & Joana Cancela

Universidade do Porto, Portugal

 

Resumo

Diversos investigadores têm salientado a importância dos processos interactivos que ocorrem na sala de aula para o desempenho escolar dos alunos. Segundo investigações recentes, os recursos educacionais, nomeadamente, o currículo ou o nível de formação dos professores, apesar de serem importantes, não serão suficientes para assegurar aprendizagens significativas. Por outro lado, cada vez mais se reconhece que os primeiros anos de escolaridade são cruciais para o subsequente sucesso académico dos alunos. O presente trabalho apresenta uma síntese da investigação mais recente acerca das interacções professor-aluno do 1.º Ciclo do Ensino Básico que parecem ter um impacto positivo nas aprendizagens dos alunos. Apresenta ainda um modelo conceptual acerca dos processos interactivos, o modelo CLASS (Pianta, La Paro & Hamre, 2008) que contempla três grandes domínios: apoio a nível da instrução, gestão da sala e apoio socioemocional. Com base nesta conceptualização, são discutidas algumas das possíveis implicações para o sistema educativo.

Palavras-chave: Interacções professor-aluno; 1.º CEB; Instrução; Organização da sala; Apoio socioemocional

 

Teacher-child interactions in elementary school classrooms: quality indicators

Abstract

Recent research has highlighted the importance of the classroom processes to student performance. Accordingly, educational resources, such as the curricula and teacher training, although important, are not considered enough to guarantee student learning. On the other hand, it is increasingly acknowledged that the early elementary school years are crucial for later academic success. This paper presents a synthesis of recent research regarding the elementary classroom processes that are positively associated to student learning, as well as a conceptual model, the Classroom Assessment Scoring System (CLASS; Pianta, La Paro & Hamre, 2008), which organizes teacher-child interactions into three major domains: instructional, organizational and emotional. Based on these assumptions, implications for the educational system are discussed.

Keywords: Teacher-child interactions; Elementary school; Instructional support; Classroom management; Socioemotional support

 

Interaccións maestro-alumno en las aulas de educación primaria: Indicadores de calidad

Resumen

Recientemente, varios investigadores han subrayado la importancia de los procesos interactivos que ocurren en el aula para el rendimiento educativo de los estudiantes. Según investigaciones recientes, los recursos educativos, incluyendo el plan de estudios o la formación de los docentes, aunque importantes, no son suficientes para garantizar el aprendizaje significativo. Además, cada vez más se reconoce que los primeros años de escolaridad son cruciales para el posterior éxito académico de los estudiantes. Este artículo presenta un resumen de las últimas investigaciones sobre los procesos de sala de clases del primero ciclo de la educación básica que parecen tener un impacto positivo en el aprendizaje de los alumnos. También se presenta un modelo conceptual, o CLASS (Pianta, La Paro & Hamre, 2008) que organiza las interacciones profesor-niño de acuerdo con tres dimensiones: instrucción, organización y apoyo emocional. Posibles consecuencias para el sistema educativo son también discutidas con base en estos conceptos.

Palabras clave: Interacción maestro-niño; Escuela primaria; Apoyo instructivo; Organización del aula; Apoyo emocional

 

Texto completo disponível apenas em PDF.

Full text only available in PDF format.

 

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Recebido em Agosto/2009

Aceite para publicação em Agosto/2010