Trabalhos para casa como ferramenta autorregulatória: perspectivas e implicações para as práticas educativas
Resumo
Neste artigo abordamos as tarefas de Trabalhos Para Casa (TPC) que desde há décadas integram as práticas educativas e centram a comunidade educativa na reflexão dos seus significados e funções no processo de ensino- aprendizagem. Pretendemos, a partir dos instrumentos construídos, identificar e analisar as conceções de TPC de alunos e professores do 1o ciclo do Ensino Básico e o seu potencial para o desenvolvimento das competências autorregulatórias nos alunos. Os resultados salientam a necessidade de repensar práticas, objetivos, funções e contributos dos TPC para o processo de ensino-aprendizagem. Evidenciam ainda, potencialidades para a promoção dos processos autorregulatórios inerentes às oportunidades para a autonomia, gestão das tarefas, tempo e recursos que a sua realização nos momentos de estudo privado permite.
Palavras-chave: autorregulação da aprendizagem, conceções de alunos e professores, trabalhos para casa
Homework as a self-regulation tool: perspectives and implications forfuture educational practices
AbstractIn this article we approach Homework, which has integrated educational practices for decades and has made the educational community reflective regarding its meaning and function in the teaching-learning process. From the instruments we constructed, we intend to identify and analyze the conceptions teachers and students have regarding Homework, as well as its potential to develop self-regulatory competencies in students. Results highlight the need to rethink practices, objectives, functions and contributions Homework brings to the teaching-learning process. Furthermore, results also show the potential to promote self-regulatory processes that are inherent to the opportunities towards autonomy, task management, time and resources that Homework implicates in private study moments.
Keywords: self-regulation; learners; homework.
Palavras-chave: autorregulação da aprendizagem, conceções de alunos e professores, trabalhos para casa
Homework as a self-regulation tool: perspectives and implications forfuture educational practices
AbstractIn this article we approach Homework, which has integrated educational practices for decades and has made the educational community reflective regarding its meaning and function in the teaching-learning process. From the instruments we constructed, we intend to identify and analyze the conceptions teachers and students have regarding Homework, as well as its potential to develop self-regulatory competencies in students. Results highlight the need to rethink practices, objectives, functions and contributions Homework brings to the teaching-learning process. Furthermore, results also show the potential to promote self-regulatory processes that are inherent to the opportunities towards autonomy, task management, time and resources that Homework implicates in private study moments.
Keywords: self-regulation; learners; homework.