O impacto da metodologia Aprendizagem-Serviço em estudantes de Psicologia numa universidade portuguesa

Joana Carneiro Pinto; Susana Costa Ramalho; Inês Camacho

doi:10.21814/rpe.36612

Autores

Joana Carneiro Pinto Universidade Católica Portuguesa, Portugal https://orcid.org/0000-0001-8151-7412
Susana Costa Ramalho Universidade Católica Portuguesa, Portugal https://orcid.org/0000-0002-7155-1649
Inês Camacho Universidade Católica Portuguesa, Portugal https://orcid.org/0000-0001-9351-8981

DOI:

https://doi.org/10.21814/rpe.36612

Palavras-chave:

Aprendizagem-Serviço; Metodologia de ensino; Ensino superior; Estudantes de Psicologia.

Resumo

A Aprendizagem-Serviço (ApS) é uma metodologia de ensino que apoia a consolidação dos conhecimentos adquiridos em sala de aula através da aplicação prática em contexto comunitário. Este estudo, desenvolvido numa universidade portuguesa, avaliou o impacto de duas experiências de ApS em estudantes do 3.º ano da licenciatura em Psicologia (Grupo Experimental: GE1 = 27; GE2 = 24), por comparação com um Grupo de Controlo constituído por estudantes de 1.º e 2.º ano (GC = 45), através da avaliação pré e pós-teste. Os resultados quantitativos identificaram diferenças do pré para o pós-teste nos GE, no que concerne a expectativas/valorização face à experiência de ApS, no sentido de um aumento. Verificou-se ainda, no GE1, uma diminuição na dimensão desenvolvimento pessoal dos objetivos de vida. No pós-teste, o GC apresentou resultados mais favoráveis do que os GE em subescalas relativas às expectativas face à experiência de ApS (GE)/aprendizagem em unidades curriculares (GC), nomeadamente a nível pessoal e de justiça social. Os resultados qualitativos confirmaram que esta experiência teve um impacto positivo, salientando-se a relevância da metodologia para si e para os outros, e os efeitos no propósito de vida (felicidade, sucesso, realização). Os participantes destacaram o significado pessoal e profissional da experiência, nomeadamente ao nível do autoconhecimento, inspiração e definição de futuras áreas de intervenção. Este estudo reforça a relevância da implementação da ApS em diversas ofertas formativas, associada a novos estudos que possibilitem uma avaliação holística do seu impacto, abrangendo não apenas os estudantes, mas também os docentes e as comunidades envolvidas.

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