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O presente documento é o reflexo da ação educativa realizada no decorrer da Unidade Curricular de Prática de Ensino Supervisionada, integrada no Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, e cujo desígnio se enquadra em descrições, reflexões e análise de experiências de ensino-aprendizagem realizadas em contexto de creche, educação pré-escolar e de 1.º ciclo do ensino básico. Salientamos que nas experiências de ensino-aprendizagem demos relevância às artes como um meio promotor de aprendizagens significativas, ativas, integradoras e socializadoras, evidenciando ainda a articulação de conteúdos entre ciclos de ensino. Assim, o tema de investigação, que também se integra neste relatório, foi A criança e a arte - Uma relação de aprendizagem. Apostamos neste tema pela necessidade que sentimos em sensibilizar as crianças para sentirem gosto pela arte e sensibilizá-las para a importância de fazerem arte, uma vez que as expressões artísticas se constituem em ferramentas muito importantes no desenvolvimento pessoal, social e cultural. Enquadrada no tema em análise, pensamos que demos resposta à seguinte questão-problema: quais são os benefícios de um trabalho sustentado em estratégias de ensino-aprendizagem que promovam diferentes formas de expressão artística para o desenvolvimento da autonomia, espontaneidade, criatividade e integração das crianças? Para dar resposta(s) a esta questão o nosso trabalho, quer a ação educativa nos contextos, quer a investigação que realizamos, norteou-se pelos seguintes objetivos: (i) trabalhar com diferentes formas expressivas (dança, pintura, dramatização e música) enquanto geradoras de criatividade, motivação e bem-estar das crianças; (ii) criar formas de agir, entender e comunicar com a realidade vivida e experienciada através da arte; (iii) perceber se as expressões artísticas melhoram a autonomia e a comunicação da criança consigo mesma e com o outro; e, (iv) compreender se o trabalho com as expressões artísticas permite o desenvolvimento da espontaneidade, criatividade e integração das crianças. Em relação à metodologia posicionamo-nos numa abordagem qualitativa, recorrendo, em algumas etapas, à análise de dados estatísticos. Como técnicas e instrumentos de recolha de dados recorremos à observação direta e participante, às notas de campo, aos registos em áudio e fotográficos, bem como às grelhas de observação (pensadas em função dos objetivos da nossa investigação). Os resultados da investigação, em termos gerais, deixam antever que o desenvolvimento de competências artísticas são um aspeto importante para o ato educativo. Tornam possível, à criança, a utilização da imaginação e auxiliam-na na identificação de padrões que se enquadram numa perspetiva holística de aprendizagem.
This document is a reflection of the educational action carried out during the Supervised Teaching Practice Course, which is part of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, and whose design fits into descriptions, reflections and analysis of teaching-learning experiences carried out in the context of day care, pre-school and primary education. We emphasize that in the teaching-learning experiences we have given relevance to the arts as a means of promoting meaningful, active, integrating and socializing learning, also evidencing the articulation of content between teaching cycles. Thus, the research theme, which is also part of this report, was The child and art - A learning relationship. We bet on this theme because of the need to sensitize children to feel a taste for art and to sensitize them to the importance of making art, since artistic expressions are very important tools in personal, social and cultural development. Within the theme under analysis, we think that we answer the following problem question: what are the benefits of a work based on teaching-learning strategies that promote different forms of artistic expression for the development of autonomy, spontaneity, creativity and integration of children? In order to answer this question, our work, both the educational action in the contexts and the research we carry out, was guided by the following objectives: (i) to work with different expressive forms (dance, painting, dramatization and music) as generators of creativity, motivation and well-being of children; (ii) create ways to act, understand and communicate with the reality lived and experienced through art; (iii) to see if the artistic expressions improve the autonomy and the communication of the child with itself and with the other; and (iv) to understand if the work with the artistic expressions allows the spontaneity, creativity and integration of the children to develop. Regarding the methodology, we place ourselves in a qualitative approach, using, in some stages, the analysis of statistical data. As data collection techniques and instruments we use direct and participant observation, field notes, audio and photographic records, as well as observation grids (designed according to the objectives of our research). The results of the research, in general terms, suggest that the development of artistic skills are an important aspect of the educational act. They make it possible for the child to use the imagination and help in the identification of patterns that fit into a holistic perspective of learning.
This document is a reflection of the educational action carried out during the Supervised Teaching Practice Course, which is part of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, and whose design fits into descriptions, reflections and analysis of teaching-learning experiences carried out in the context of day care, pre-school and primary education. We emphasize that in the teaching-learning experiences we have given relevance to the arts as a means of promoting meaningful, active, integrating and socializing learning, also evidencing the articulation of content between teaching cycles. Thus, the research theme, which is also part of this report, was The child and art - A learning relationship. We bet on this theme because of the need to sensitize children to feel a taste for art and to sensitize them to the importance of making art, since artistic expressions are very important tools in personal, social and cultural development. Within the theme under analysis, we think that we answer the following problem question: what are the benefits of a work based on teaching-learning strategies that promote different forms of artistic expression for the development of autonomy, spontaneity, creativity and integration of children? In order to answer this question, our work, both the educational action in the contexts and the research we carry out, was guided by the following objectives: (i) to work with different expressive forms (dance, painting, dramatization and music) as generators of creativity, motivation and well-being of children; (ii) create ways to act, understand and communicate with the reality lived and experienced through art; (iii) to see if the artistic expressions improve the autonomy and the communication of the child with itself and with the other; and (iv) to understand if the work with the artistic expressions allows the spontaneity, creativity and integration of the children to develop. Regarding the methodology, we place ourselves in a qualitative approach, using, in some stages, the analysis of statistical data. As data collection techniques and instruments we use direct and participant observation, field notes, audio and photographic records, as well as observation grids (designed according to the objectives of our research). The results of the research, in general terms, suggest that the development of artistic skills are an important aspect of the educational act. They make it possible for the child to use the imagination and help in the identification of patterns that fit into a holistic perspective of learning.
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Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Expressões artísticas e físico-motoras Aprendizagens significativas Arte na educação