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Abstract(s)
O presente relatório incide sobre a Prática de Ensino Supervisionada que desenvolvemos em contexto de 1.º Ciclo de Ensino Básico, com crianças de 8 e 9 anos de idade e em contexto do 2.º Ciclo do Ensino Básico, com crianças de 10 e 12 anos de idade, ambos pertencentes à rede pública. Ao longo da nossa prática, tivemos sempre presente a individualidade de cada criança, tentando responder à especificidade de cada uma. Tínhamos como intencionalidade educativa a construção de saberes na criança, atendendo aos seus interesses e opiniões. Desta forma, a orientação da nossa prática está relacionada com a problemática da nossa pesquisa no âmbito deste relatório. Assim, foi delineada a seguinte questão: Quais as implicações dos materiais e atividades lúdicas no processo de ensino-aprendizagem? Para a mesma questão delineamos os seguintes objetivos: (i) perceber a importância que os professores atribuem ao Lúdico no processo de ensino-aprendizagem; (ii) averiguar se os professores promovem e como implementam as atividades lúdicas na sala de aula; (iii) avaliar o envolvimento dos alunos nas atividades lúdicas; (iv) compreender as diferenças do interesse dos alunos pelas atividades de caráter lúdico e não lúdico; (v) aferir se existem vantagens na prática do Lúdico em contexto escolar. Antes de partirmos para a investigação que irá dar resposta à nossa questão, passamos pela revisão da literatura respeitante ao nosso tema, o Lúdico. Assim, tentamos esclarecer conceitos e dúvidas que nos pareceram mais relevantes, nomeadamente a história deste conceito; as suas variantes, tais como atividade lúdica e educação lúdica; o Lúdico como estratégia de ensino/aprendizagem; o Lúdico com um papel de extrema importância enquanto agente de motivação e ainda a dicotomia que se trava entre Lúdico e didático. Posteriormente, segue-se a metodologia do estudo que se enquadra numa abordagem qualitativa e, para tal, recorremos a técnicas e instrumentos que contribuíram para a recolha de dados e posterior análise. Analisamos então os questionários facultados aos alunos do 2.º CEB nas áreas unidades curriculares de Português e HGP, sobre as atividades desenvolvidas durante a nossa prática e as entrevistas realizadas aos professores do 1.º e 2.º CEB. Em termos de resultados pensamos poder concluir que quer num contexto, quer no outro o Lúdico, é uma potencial ferramenta de trabalho em contexto educativo, desde que bem produzido. Podemos ainda aferir que a maioria dos alunos prefere as aulas de caráter lúdico, constatando assim que há uma maior entrega, entusiasmo e participação dos alunos nestas aulas em detrimento das de caráter não lúdico.
The present report focuses on Supervised Teaching Practice developed in 1st Basic Education Cycle´s context, with 8 and 9 years old children and in the 2nd cycle of Basic Education´s context, with 10 and 12 years old children, both belonging to the public network. Throughout our practice, we always had in mind the individuality of each child, trying to answer their specificities. We had as educational intention the knowledge´s growth in children, following their tastes, interests and opinions. This way, the orientation of our practice is related to the problem of our research in the report. So the problem-question was outlined: What are the implications of recreational materials and activities in the teaching-learning process? To the same question we outlined the following objectives: (i) realize the importance that teachers attach to the playful in the teaching-learning process; (ii) determine if teachers promote and implement recreational activities in the classroom; (iii) evaluate the involvement of students on recreational activities; (iv) understand the differences in the interest of students for recreational activities and non recreational activities; (v) assess if the practice of recreational activities in schools brings any advantages. Before we researched about the answers for our questions, we passed the literature´s review about the theme: the Playful. So, we try to clarify concepts and questions that seemed the most relevant, namely the history of this concept; its variants, such as play, and playful education; the playful as a teaching and learning strategy; the playful with a role of utmost importance as motivation agent and the dichotomy that still rages between playful and didactic. Then, we follow the methodology of the study that fits in a qualitative approach and, in the end, we resort to techniques and instruments that contributed to the collection of data and subsequent analysis. At last, we analyze the questionnaires provided to students in the areas 2.ºCEB courses of Portuguese and HGP, on the activities during our practice and interviews to teachers of the 1st and 2nd CEB. We can conclude that in both contexts, playfulness (activities and materials) is a potential working tool for the educational context, since well edited. We can also infer that most students prefer classes of playful character, noting, as well, that there is a majority delivery, enthusiasm and participation of students in these classes at the expense of the non-playful character.
The present report focuses on Supervised Teaching Practice developed in 1st Basic Education Cycle´s context, with 8 and 9 years old children and in the 2nd cycle of Basic Education´s context, with 10 and 12 years old children, both belonging to the public network. Throughout our practice, we always had in mind the individuality of each child, trying to answer their specificities. We had as educational intention the knowledge´s growth in children, following their tastes, interests and opinions. This way, the orientation of our practice is related to the problem of our research in the report. So the problem-question was outlined: What are the implications of recreational materials and activities in the teaching-learning process? To the same question we outlined the following objectives: (i) realize the importance that teachers attach to the playful in the teaching-learning process; (ii) determine if teachers promote and implement recreational activities in the classroom; (iii) evaluate the involvement of students on recreational activities; (iv) understand the differences in the interest of students for recreational activities and non recreational activities; (v) assess if the practice of recreational activities in schools brings any advantages. Before we researched about the answers for our questions, we passed the literature´s review about the theme: the Playful. So, we try to clarify concepts and questions that seemed the most relevant, namely the history of this concept; its variants, such as play, and playful education; the playful as a teaching and learning strategy; the playful with a role of utmost importance as motivation agent and the dichotomy that still rages between playful and didactic. Then, we follow the methodology of the study that fits in a qualitative approach and, in the end, we resort to techniques and instruments that contributed to the collection of data and subsequent analysis. At last, we analyze the questionnaires provided to students in the areas 2.ºCEB courses of Portuguese and HGP, on the activities during our practice and interviews to teachers of the 1st and 2nd CEB. We can conclude that in both contexts, playfulness (activities and materials) is a potential working tool for the educational context, since well edited. We can also infer that most students prefer classes of playful character, noting, as well, that there is a majority delivery, enthusiasm and participation of students in these classes at the expense of the non-playful character.
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Keywords
Educação Lúdico Estratégia Experiências de ensino/aprendizagem Motivação