The station rotation model as an active methodology in 6th grade Portuguese classes

Promoting autonomy and collaboration through the work Os Piratas

Abstract

This study aims to understand the impact of active methodologies, especially the station rotation model, on the development of socio-emotional skills, such as autonomy and collaborative competence, by students in the 2nd Cycle of Elementary Education, based on the complete reading and exploration of the dramatic work Os Piratas (The Pirates). Within the context of Supervised Teaching Practice, this study adopts a qualitative approach, using participant and non-participant observation and questionnaires for students. In general, it is possible to verify that the station rotation model appears to develop autonomy and promote collaborative work practices, increasing communication skills among peers, as well as engagement in language activities centered around the exploration of a literary work.