| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.91 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este relatório foi realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada (PES), que integra o plano de estudos do Mestrado em Educação Pré-escolar (EPE) e Ensino do 1.º Ciclo do Ensino Básico (1.º CEB) da Escola Superior de Educação de Bragança. Com este relatório pretendemos apresentar as experiências de ensino/aprendizagem que consideramos significativas e representativas do trabalho desenvolvido, com as crianças, ao longo da PES.
Esta prática foi desenvolvida tendo em conta a articulação curricular, os interesses e necessidades das crianças e, também, os ritmos de aprendizagem de cada criança. Neste sentido apoiamo-nos nos documentos oficiais e orientadores da prática pedagógica, de entre os quais destacamos as Orientações Curriculares para a Educação Pré-escolar (OCEPE), o Programa do 1.º Ciclo do Ensino Básico, as Metas de Aprendizagem para a Educação Pré-escolar e as Metas Curriculares para o 1.º Ciclo do Ensino Básico.
A criança, ao desenhar, transmite a sua visão sobre o mundo, o que permite ao educador/professor avaliar os seus conhecimentos, as suas habilidades e o modo como se relaciona com o meio.
Devido à utilidade que o desenho tem vindo a assumir ao longo dos anos, bem como a sua importância no desenvolvimento das crianças, a finalidade deste estudo é ”perceber se o desenho funciona como suporte de aprendizagem no contexto de EPE e 1.º CEB”. Assim sendo, este relatório contém três etapas pertinentes: a descrição, a investigação e a reflexão da prática pedagógica realizada. No decorrer da prática, as atividades que desenvolvemos foram pensadas no sentido de dar resposta à questão problema: Qual a importância do desenho no processo de desenvolvimento e aprendizagem da criança? Para orientar a resposta a esta questão definimos os seguintes objetivos: (i) conhecer as preferências das crianças em relação ao desenho; (ii) analisar o desenho da criança para perceber em que fase do desenvolvimento cognitivo se encontra; (iii) proporcionar experiências de aprendizagem com recurso frequente ao desenho para estimular o desenvolvimento de competências transversais (iv) perceber se existe relação entre as atividades implementadas e o desenvolvimento da aprendizagem da criança.
Para concretizar a investigação selecionamos um conjunto de técnicas e de instrumentos de recolha de dados: observação participante, registos fotográficos, notas de campo, entrevista e desenho das crianças. Para a análise dos dados recorremos à análise de conteúdo e à análise gráfica dos desenhos. A metodologia utilizada foi a investigação qualitativa.
De acordo com os dados recolhidos, estes revelam que proporcionar experiências de aprendizagem com recurso frequente ao desenho, permite que as crianças desenvolvam competências transversais, verificando-se melhorias na aprendizagem, visto que estas se envolvem, com mais ênfase, nas atividades. E, como é no bem-estar e no ambiente onde a criança se encontra, que atua o desenvolvimento, as aprendizagens fluem, naturalmente.
This report was realized for the Subject of Supervised Teaching Practice (PES), integral part of the Master’s in Pre-School Education (EPE) and the 1st Cycle of Basic Education (1.º CEB) the Higher Education School Polytechnic Institute of Bragança. With this essay we intend to present the experiences of teaching/learning that we consider significant and representative of the work developed with the children during PES. The same was done in public institutions, in the city of Bragança. Both PES and the 1st Cycle CEB are essential for the children’s life, contributing for their personal and social education and for the construction of values, making them participative and autonomous citizens. This practice was developed always considering the curricular articulation, the children’s interests and needs and, also, their own learning curve. In that regard, we stand our approach on official documents e guidance of pedagogic practice, in which we stand out Curricular Orientation for Pre-School Education (OCEPE), the 1st Cycle of Basic Education Program, the Learning Goals for Pre-School Education and the Curricular Goals for the 1st Cycle of Basic Education. The child, in drawing, conveys his or her view of the world, which allows the educator / teacher to assess their knowledge, their abilities and the way they relate to the people and the environment. Because of the usefulness that drawing has been taking over the years in society and because of its importance in the development of children, the goal of this study is to understand if drawing helps developing both. In that regard, this essay has three steps: description, investigation and reflexional on the pedagogic practice used. During the practical activities we developed we did so to get answers to the question: What is the importance of drawing in the development and learning process of the child? Our objective is to reach the following goals: (i) know the children’s preferences regarding drawing; (ii) analyze the children’s drawing to know in which level of cognitive development the child currently is in; (iii) provide learning experiences with frequent use of design to stimulate the development of transversal competences; (iv) understand if there is any relation between these activities and the children’s learning development. To carry out the research, we select a set of data collection techniques and instruments: participant observation, photographic records, field notes, interviews and children's drawings. To examine the data, we had to do a graphic and content analyses. The methodology used was qualitative research. From the data recovered, we found out that providing learning experiences with drawing as a resource allows the children to develop transversal skills, with improvements in learning, since they are more involved in the activities. And, as it is in the well-being and in the environment where the child is found, which acts development, the learning flows naturally.
This report was realized for the Subject of Supervised Teaching Practice (PES), integral part of the Master’s in Pre-School Education (EPE) and the 1st Cycle of Basic Education (1.º CEB) the Higher Education School Polytechnic Institute of Bragança. With this essay we intend to present the experiences of teaching/learning that we consider significant and representative of the work developed with the children during PES. The same was done in public institutions, in the city of Bragança. Both PES and the 1st Cycle CEB are essential for the children’s life, contributing for their personal and social education and for the construction of values, making them participative and autonomous citizens. This practice was developed always considering the curricular articulation, the children’s interests and needs and, also, their own learning curve. In that regard, we stand our approach on official documents e guidance of pedagogic practice, in which we stand out Curricular Orientation for Pre-School Education (OCEPE), the 1st Cycle of Basic Education Program, the Learning Goals for Pre-School Education and the Curricular Goals for the 1st Cycle of Basic Education. The child, in drawing, conveys his or her view of the world, which allows the educator / teacher to assess their knowledge, their abilities and the way they relate to the people and the environment. Because of the usefulness that drawing has been taking over the years in society and because of its importance in the development of children, the goal of this study is to understand if drawing helps developing both. In that regard, this essay has three steps: description, investigation and reflexional on the pedagogic practice used. During the practical activities we developed we did so to get answers to the question: What is the importance of drawing in the development and learning process of the child? Our objective is to reach the following goals: (i) know the children’s preferences regarding drawing; (ii) analyze the children’s drawing to know in which level of cognitive development the child currently is in; (iii) provide learning experiences with frequent use of design to stimulate the development of transversal competences; (iv) understand if there is any relation between these activities and the children’s learning development. To carry out the research, we select a set of data collection techniques and instruments: participant observation, photographic records, field notes, interviews and children's drawings. To examine the data, we had to do a graphic and content analyses. The methodology used was qualitative research. From the data recovered, we found out that providing learning experiences with drawing as a resource allows the children to develop transversal skills, with improvements in learning, since they are more involved in the activities. And, as it is in the well-being and in the environment where the child is found, which acts development, the learning flows naturally.
Description
Keywords
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Desenvolvimento da criança