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Abstract(s)
O presente relatório de estágio desenvolveu-se no âmbito da unidade curricular de Prática de Ensino Supervisionada do Mestrado de Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. A prática foi desenvolvida em três contextos: em Creche numa instituição pertencente à rede privada, com crianças de idades de doze a vinte e quatro meses; em Educação Pré-escolar, na mesma instituição, com crianças de cinco anos de idade; e em contexto de 1.º Ciclo do Ensino Básico, numa instituição da rede pública, com crianças com seis anos de idade. Apresentam-se experiências de ensino-aprendizagem significativas e inovadoras, demonstrativas do trabalho desenvolvido com estas crianças. Toda a prática foi desenvolvida tendo sempre em conta os seus interesses, seguindo a linha orientadora dos documentos oficiais como os princípios educativos em creche, as Orientações Curriculares para a Educação Pré-Escolar e o Programa e Metas para o 1.º Ciclo do Ensino Básico. Considerando que as artes plásticas e as ciências estão presentes nos documentos atrás referidos e são importantes no trabalho das crianças nos diferentes contextos, optou-se por escolher a temática as artes plásticas e as ciências na Educação de Infância e 1.º Ciclo do Ensino Básico. Neste contexto pretendeu-se dar resposta à seguinte questão problema: A articulação entre as Artes Plásticas e as Ciências motiva as crianças para a aprendizagem? De acordo com a questão, foram estabelecidos os seguintes objetivos: (i) investigar a articulação entre as Artes plásticas e as Ciências em áreas específicas de Educação de Infância (Creche e Educação Pré-Escolar) e 1.º Ciclo do Ensino Básico; (ii) identificar que tipo de estratégias de ensino-aprendizagem de articulação entre as artes plásticas e as ciências são implementadas nos diferentes contextos; (iii) desenvolver e implementar experiências de ensino-aprendizagem, inovadoras, articulando as Artes Plásticas e as Ciências. Realizou-se uma investigação de natureza qualitativa, em que, para a recolha de dados, se recorreu a entrevistas às educadoras e à professora cooperantes, notas de campo, registos fotográficos e à observação participante. As atividades desenvolvidas demonstraram que a implementação de estratégias diversificadas, em que a imaginação da criança através das artes plásticas e da descoberta por meio de experiências motivadoras, adequam-se às diversas áreas do saber, permitindo mais interesse e motivação das crianças para a aprendizagem, pelo que conclui que é necessário a articulação entre as diferentes áreas do saber, em particular, entre as artes plásticas e as ciências.
This internship report was developed in behalf of the Supervised Teaching Practice course unit of the Master's Degree in Pre-School Education and in the 1st Cycle of Basic Education. The practice was developed in three contexts: in Nursery, in an institution which belongs to the private schools’ network, with children between from twelve and twenty-four months old; in Pre-school Education, in the same institution, with five-year-old children; and in the context of the 1st Cycle of Basic Education, in a public-school institution, with six-year-old children. Some significant and innovative teaching-learning experiences are presented, demonstrating the work performed with these children. The whole practice was developed according to children’s interests, following the guideline of official documents such as the teaching principles of education at nursery schools, the Curricular Guidelines for Pre-School Education and the Program and Goals for the 1st Cycle of Basic Education. Considering that plastic arts and sciences are mentioned in the previous official documents, and that they are important for children´s work in the different contexts, it was decided to choose the theme of plastic arts and sciences in Early Childhood Education and 1st Cycle of Basic Education. In this context it is intended to answer the following problem question: Does the articulation between Plastic Arts and Sciences motivate children to learn? According to the question, the following objectives were established: (i) to investigate the articulation between Plastic Arts and Sciences in specific areas of Early Childhood Education (Nursery and Pre-School Education) and 1st Cycle of Basic Education; (ii) identify what kind of teaching-learning strategies of articulation between plastic arts and sciences are implemented in different contexts; (iii) to develop and implement innovative teaching-learning experiences, articulating Plastic Arts and Sciences. It was carried out a qualitative methodological investigation, in which, for the data collection, we used interviews with educators and cooperating teachers, field notes, photographic records and participant observation. The activities developed showed that the implementation of diversified strategies, in which the child’s imagination through Plastic Arts and discovery through motivating experiences, fit the different areas of knowledge, allowing a bigger interest and motivation of children for learning. So, it is possible to conclude that it is necessary to articulate the different areas of knowledge, particularly between Plastic Arts and Sciences.
This internship report was developed in behalf of the Supervised Teaching Practice course unit of the Master's Degree in Pre-School Education and in the 1st Cycle of Basic Education. The practice was developed in three contexts: in Nursery, in an institution which belongs to the private schools’ network, with children between from twelve and twenty-four months old; in Pre-school Education, in the same institution, with five-year-old children; and in the context of the 1st Cycle of Basic Education, in a public-school institution, with six-year-old children. Some significant and innovative teaching-learning experiences are presented, demonstrating the work performed with these children. The whole practice was developed according to children’s interests, following the guideline of official documents such as the teaching principles of education at nursery schools, the Curricular Guidelines for Pre-School Education and the Program and Goals for the 1st Cycle of Basic Education. Considering that plastic arts and sciences are mentioned in the previous official documents, and that they are important for children´s work in the different contexts, it was decided to choose the theme of plastic arts and sciences in Early Childhood Education and 1st Cycle of Basic Education. In this context it is intended to answer the following problem question: Does the articulation between Plastic Arts and Sciences motivate children to learn? According to the question, the following objectives were established: (i) to investigate the articulation between Plastic Arts and Sciences in specific areas of Early Childhood Education (Nursery and Pre-School Education) and 1st Cycle of Basic Education; (ii) identify what kind of teaching-learning strategies of articulation between plastic arts and sciences are implemented in different contexts; (iii) to develop and implement innovative teaching-learning experiences, articulating Plastic Arts and Sciences. It was carried out a qualitative methodological investigation, in which, for the data collection, we used interviews with educators and cooperating teachers, field notes, photographic records and participant observation. The activities developed showed that the implementation of diversified strategies, in which the child’s imagination through Plastic Arts and discovery through motivating experiences, fit the different areas of knowledge, allowing a bigger interest and motivation of children for learning. So, it is possible to conclude that it is necessary to articulate the different areas of knowledge, particularly between Plastic Arts and Sciences.
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Keywords
Artes Plásticas Ciências Articulação curricular