Abstract:

Research in the context of cooperative learning indicates gains both related to academic and social process, highlighting interpersonal relationships, opportunities for interacting through questioning, directed or mediated, as well as sharing paths in the process of learning. Based on cooperative learning, an educational intervention was developed, within the aim of the pedagogical practice of a future primary teacher, with a class of 26 students, attending the 2nd year of primary schooling. The intervention took place between the end of March and mid-June of 2018 and 2019, in the context of teaching the Biology curriculum content in order to analyze the effectiveness of cooperative learning in the consolidation of curricular learning. The action-research methodology was followed, according to the circular observation-action-investigation triad. Participatory observation and student records were used for the analysis of results. The stimulation of interpersonal relationships was found, as the environment proved to be favorable to the resolution of conflicts between the group that is, promising in terms of the development of attitudes of responsibility and respect others. In terms of the construction of knowledge, it appears that students show little autonomy, requiring constant mediation by the teacher. In short, in this intervention it was observed that Cooperative Learning, in this group of years, proved to be effective in consolidating knowledge, however, it is at the level of social interaction that this method revealed most effectively.

Keywords:

Cooperative learning; primary education, pedagogical practice