COOPERATIVE LEARNING HOW STRATEGY FOR THE PEDAGOGIC DIFFERENTIATION IN THE PRIMARY SCHOOL OF SUMBE, CUANZA SUL-ANGOLA

Abstract

ABSTRACT    

To present research it presents as theme the cooperative learning as strategy for the pedagogic differentiation in classroom whose the objective is to analyze the use of the cooperative learning as strategy for the pedagogic differentiation in the classrooms of the elementary schools of Sumbe. This learning type has to do with application of techniques of to teach and to learn in the base of the creation of task forces in the classroom, whose end is to discuss, to interact around a theme tends a common objective, already the pedagogic differentiation comes in the situation in that the teacher uses several methods to do with that all of the students apprehend at the same time, unassuming with the differences brought by them, he wants physics or psychological. As it is of knowledge, in the classroom all students are different, some learn faster others in a slower way, it falls to the teacher to be prepared, to have formation and information to teach in the way that each one learns assisting their particularities. This investigation presents two variables, the first has to do with cooperative learning and Monday with the pedagogic differentiation as well as their dimensions, his/her use in the process of teaching learning promotes the cooperation and the mutual helps spirit, putting of part the competition among the students. In our reality we have still been verifying in few times the use of this strategy on the part of the teachers, everything for the ignorance of the importance of his/her use. It is worth to point out that this, helps to reach successes in the teaching-learning process. This study counted with a methodology centered in the qualitative paradigm, and they were applied data collection techniques as: glimpsed, inquiry for questionnaire and the triangulation of data through the crossing of the collected information of the informers.

Key-word: Cooperative learning; strategy; pedagogic differentiation;