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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. Com este relatório pretendemos apresentar as experiências de ensino-aprendizagem que consideramos relevantes e representativas do trabalho desenvolvido com as crianças durante a Prática de Ensino Supervisionada, em ambos os contextos.
A Prática de Ensino Supervisionada desenvolvida em contexto de Ensino Pré-Escolar decorreu num jardim-de-infância de rede pública com dezanove crianças, no 1.º Ciclo do Ensino Básico desenvolveu-se numa escola de rede pública com um grupo de catorze crianças.
A nossa investigação baseou-se no contributo da horta pedagógica para a sensibilização ambiental das crianças. Partimos da questão problema: Qual o contributo da horta pedagógica para a sensibilização ambiental das crianças? e, debruçamo-nos sobre uma intervenção pedagógica, traçando como objetivos: i) conhecer as perceções das crianças acerca da natureza; ii) sensibilizar as crianças para a importância do ambiente, em particular da horta pedagógica; e iii) desenvolver atividades que promovam a sensibilização ambiental.
A fundamentação deste relatório assenta numa revisão de literatura, e na descrição e análise das atividades práticas desenvolvidas ao longo da Prática de Ensino Supervisionada, e que dão conta da importância das hortas pedagógicas na sensibilização ambiental das crianças. Sustentamos a nossa ação no terreno, utilizando como métodos e técnicas de recolha de dados a observação participante, os registos fotográficos, as produções das crianças e as notas de campo.
A partir dos resultados obtidos podemos inferir que os espaços exteriores são espaços educativos, desta forma, o espaço da horta pedagógica mostrou-se apropriado para a aprendizagem das crianças, pois proporcionou grandes vivências e experiências. Cabe ao educador aproveitar tais potencialidades que os espaços ao ar livre oferecem, uma vez que estes possibilitam a vivência de situações educativas intencionalmente planeadas e a realização de atividades informais.
Desta forma, podemos concluir que o desenvolvimento de experiências de ensino-aprendizagem no exterior, nomeadamente a criação de hortas pedagógicas contribuem para a sensibilização ambiental das crianças.
This report was carried out within the scope of the Curricular Unit of Supervised Teaching Practice, integrated in the Master Course in Pre-school Education and Teaching of the 1st Cycle of Basic Education. With this report we intend to present the teaching-learning experiences that we consider relevant and representative of the work developed with the children during the Supervised Teaching Practice in both contexts. The Supervised Teaching Practice was developed in a context of Pre-School Education, held in a kindergarten of public network with nineteen children, and in context of 1st Cycle of Basic Education, also in a public network school with a group of fourteen children. Our research was based on the contribution of the pedagogical garden to children's environmental awareness. We start from the problem question What is the contribution of the pedagogical garden to children's environmental awareness? and, we focus on a pedagogical intervention, outlining as objectives: i) to know children's perceptions about nature; ii) to make children aware of the importance of the environment, in particular the pedagogical garden; and iii) develop activities that promote environmental awareness. The basis of this report is based on a literature review, and on the description and analysis of the practical activities developed throughout the Supervised Teaching Practice, and which account for the importance of pedagogical gardens in the environmental awareness of children. We sustain our action on the ground, using participant observation methods, photographic records, children's productions and field notes as methods and techniques of data collection. From the results obtained we can infer that the outer spaces are educational spaces, in this way, the space of the pedagogic garden proved to be appropriate for the children's learning, because it provided great experiences and experiences. It is up to the educator to take advantage of such potentialities that the open spaces offer, since these enable the experience of intentionally planned educational situations and the accomplishment of informal activities. In this way, we can conclude that the development of teaching-learning experiences abroad, namely the creation of pedagogical gardens contributes to children's environmental awareness.
This report was carried out within the scope of the Curricular Unit of Supervised Teaching Practice, integrated in the Master Course in Pre-school Education and Teaching of the 1st Cycle of Basic Education. With this report we intend to present the teaching-learning experiences that we consider relevant and representative of the work developed with the children during the Supervised Teaching Practice in both contexts. The Supervised Teaching Practice was developed in a context of Pre-School Education, held in a kindergarten of public network with nineteen children, and in context of 1st Cycle of Basic Education, also in a public network school with a group of fourteen children. Our research was based on the contribution of the pedagogical garden to children's environmental awareness. We start from the problem question What is the contribution of the pedagogical garden to children's environmental awareness? and, we focus on a pedagogical intervention, outlining as objectives: i) to know children's perceptions about nature; ii) to make children aware of the importance of the environment, in particular the pedagogical garden; and iii) develop activities that promote environmental awareness. The basis of this report is based on a literature review, and on the description and analysis of the practical activities developed throughout the Supervised Teaching Practice, and which account for the importance of pedagogical gardens in the environmental awareness of children. We sustain our action on the ground, using participant observation methods, photographic records, children's productions and field notes as methods and techniques of data collection. From the results obtained we can infer that the outer spaces are educational spaces, in this way, the space of the pedagogic garden proved to be appropriate for the children's learning, because it provided great experiences and experiences. It is up to the educator to take advantage of such potentialities that the open spaces offer, since these enable the experience of intentionally planned educational situations and the accomplishment of informal activities. In this way, we can conclude that the development of teaching-learning experiences abroad, namely the creation of pedagogical gardens contributes to children's environmental awareness.
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Prática de Ensino Supervisionada Educação Pré-Escolar 1.º Ciclo do Ensino Básico