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Authors
Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular de Prática de Ensino
Supervisionada, integrada no curso de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo
do Ensino Básico, desenvolvida em contexto de Creche com crianças de 2 anos de idade, em
Jardim de Infância, com crianças de 3, 4, 5 e 6 anos de idade e em contexto do 1.º Ciclo do
Ensino Básico, com um grupo/turma do 3.º ano de escolaridade que integrava crianças de 8 e 9
anos de idade.
No decorrer da prática, as atividades que desenvolvemos foram pensadas no sentido de
darmos resposta(s) a uma questão-problema: Que estratégias de ensino-aprendizagem podem
potenciar melhor a descoberta da criança pelo Mundo Físico e Social em contexto de Creche,
Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico? A(s) resposta(s) a esta questão,
que também condiciona a escolha da temática, encontra(m) sustentação teórica nos documentos
oficiais orientadores/sustentadores da planificação de um educador/professor que obviamente
nos nortearam no desenvolvimento da nossa ação, nomeadamente os documentos oficiais
emanados pelo Ministério da Educação. Tendo em conta a questão-problema, consideramos
como objetivos: (i) identificar os conhecimentos prévios das crianças sobre aspetos do mundo físico
e social; (ii) alterar conceções alternativas que as crianças tenham acerca do mundo físico e social;
(iii) articular de forma integrada os conteúdos nas diferentes áreas; (iv) consciencializar a criança
para o respeito pelo mundo físico e social; (v) realizar atividades que promovam essa
consciencialização; (vi) contribuir para uma aprendizagem ativa; (vii) adotar uma postura reflexiva,
crítica e investigativa no âmbito do mundo físico e social. Para os objetivos estabelecidos recorremos
à observação naturalista, às grelhas de observação, aos registos fotográficos e às notas de campo.
Consideramos relevante a realização de uma investigação direcionada para o conhecimento do mundo
uma vez que se pretendeu desenvolver uma ação pedagógica no sentido integrador das diferentes áreas
de conteúdo e curriculares, proporcionando o contacto com novas situações que permitissem suscitar
a curiosidade natural da criança e o interesse pela exploração. A análise dos dados da investigação, que
realizamos às nossas práticas, revela que devemos estar conscientes de que quando a aprendizagem se
constitui em etapas de tarefas ativas que envolvem trocas mútuas, o processo social penetra no próprio
processo de aprendizagem e, se este estiver ausente, essa aprendizagem reduz-se apenas à transferência
de algumas matérias, coartando atitudes emocionais e mentais. Neste sentido, podemos afirmar que a
implementação de estratégias de ensino-aprendizagem mais ativas potenciam, de facto, a descoberta
da criança pelo mundo físico e social, isto, como constatamos, em qualquer um dos contextos (Creche,
Educação Pré-escolar e 1.º Ciclo do Ensino Básico).
This report was carried out within the scope of the Supervised Teaching Practice (PES) Curricular Unit, integrated in the Master's Course in Preschool Education (EPE) and Teaching of the 1st Cycle of Basic Education (1st CEB), developed in a kindergarten context with 2 year old children in pre-school education, with children of 3, 4, 5 and 6 years of age and in the context of the 1st Cycle of Basic Education, with a group / class of the 3rd year of schooling that included children of 8 and 9 years of age. In the course of the practice, the activities that we developed were thought to answer a problem question: Which teaching-learning strategies can better promote the discovery of the child by the Physical and Social World in the context of Daycare, -School and Teaching the 1st Cycle of Basic Education? The answer (s) to this question, which also determines the choice of the subject, finds theoretical support in the official documents guiding / supporting the planning of an educator / teacher that obviously guided us in the development of our action, namely the official documents issued by the Ministry of Education. Taking into account the problem question, we consider as objectives: (i) identify children's prior knowledge of aspects of the physical and social world; (ii) alter alternative conceptions that children have about the physical and social world; (iii) to articulate the contents in different areas in an integrated way; (iv) raise awareness of the child towards respect for the physical and social world; (v) carry out activities that promote this awareness; (vi) contribute to active learning; (vii) adopt a reflexive, critical and investigative stance in the physical and social world. For the established objectives we used naturalistic observation, observation grids, photographic records and field notes. We consider relevant the realization of an investigation directed to the knowledge of the world since it was intended to develop a pedagogical action in the integrating sense of the different areas of content and curricular, providing the contact with new situations that allowed to arouse the child's natural curiosity and the interest by the holding. Analyzing the research data we carry out in our practice reveals that we must be aware that when learning consists of stages of active tasks involving mutual exchanges, the social process penetrates the learning process itself and, if it is absent, this learning is reduced only to the transference of some subjects, thus reducing emotional and mental attitudes. In this sense, we can affirm that the implementation of more active teachinglearning strategies in fact potentiate the child's discovery through the physical and social world, as we have seen, in any of the contexts (day care, preschool education and 1st cycle of basic education).
This report was carried out within the scope of the Supervised Teaching Practice (PES) Curricular Unit, integrated in the Master's Course in Preschool Education (EPE) and Teaching of the 1st Cycle of Basic Education (1st CEB), developed in a kindergarten context with 2 year old children in pre-school education, with children of 3, 4, 5 and 6 years of age and in the context of the 1st Cycle of Basic Education, with a group / class of the 3rd year of schooling that included children of 8 and 9 years of age. In the course of the practice, the activities that we developed were thought to answer a problem question: Which teaching-learning strategies can better promote the discovery of the child by the Physical and Social World in the context of Daycare, -School and Teaching the 1st Cycle of Basic Education? The answer (s) to this question, which also determines the choice of the subject, finds theoretical support in the official documents guiding / supporting the planning of an educator / teacher that obviously guided us in the development of our action, namely the official documents issued by the Ministry of Education. Taking into account the problem question, we consider as objectives: (i) identify children's prior knowledge of aspects of the physical and social world; (ii) alter alternative conceptions that children have about the physical and social world; (iii) to articulate the contents in different areas in an integrated way; (iv) raise awareness of the child towards respect for the physical and social world; (v) carry out activities that promote this awareness; (vi) contribute to active learning; (vii) adopt a reflexive, critical and investigative stance in the physical and social world. For the established objectives we used naturalistic observation, observation grids, photographic records and field notes. We consider relevant the realization of an investigation directed to the knowledge of the world since it was intended to develop a pedagogical action in the integrating sense of the different areas of content and curricular, providing the contact with new situations that allowed to arouse the child's natural curiosity and the interest by the holding. Analyzing the research data we carry out in our practice reveals that we must be aware that when learning consists of stages of active tasks involving mutual exchanges, the social process penetrates the learning process itself and, if it is absent, this learning is reduced only to the transference of some subjects, thus reducing emotional and mental attitudes. In this sense, we can affirm that the implementation of more active teachinglearning strategies in fact potentiate the child's discovery through the physical and social world, as we have seen, in any of the contexts (day care, preschool education and 1st cycle of basic education).
Description
Keywords
Conhecimento do mundo físico e social; Prática de Ensino Supervisionada Educação Pré-Escolar