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Abstract(s)
O presente relatório foi realizado no âmbito da unidade curricular de Prática de Ensino
Supervisionada (PES), integrada no Mestrado em Educação Pré-Escolar e Ensino do 1.º
Ciclo do Ensino Básico. A Prática de Ensino Supervisionada (PES), que deu origem a este
documento, foi realizada em diferentes instituições de ensino públicas e privadas,
nomeadamente, na Creche, numa Instituição Particular de Solidariedade Social (IPSS), com
crianças com idades entre um ano e meio a três anos, na Educação Pré-Escolar (EPE), com
crianças com idades dos três aos cinco anos, numa Instituição da Rede Pública de Ensino, e
no 1.º Ciclo do Ensino Básico (1.º CEB), também numa Instituição Pública de Ensino, com
crianças do 4.º ano de escolaridade, ao longo do ano letivo 2018/2019. As práticas foram
desenvolvidas no sentido de potencializar aprendizagens essenciais para o desenvolvimento
holístico da criança. Sendo assim, pensamos ser importante o trabalho realizado, direcionado
ao desenvolvimento das competências linguísticas das crianças, nomeadamente, o
desenvolvimento da linguagem oral e abordagem à leitura e escrita, suportadas pela
expressão musical. Neste âmbito o principal objetivo da nossa pesquisa era responder à
questão-problema: Quais são os contributos da expressão musical para o desenvolvimento
da linguagem oral e abordagem à leitura e escrita? Os dados foram recolhidos no decorrer
da prática, sendo que a pesquisa é de natureza qualitativa e utilizamos como técnicas para a
recolha dos dados a observação participante, e como instrumentos as notas de campo, os
registos fotográficos e as produções das crianças. No sentido de avaliarmos a nossa própria
prática pedagógica também elaboramos duas grelhas de análise (Intencionalidade do
educador – desenvolvimento progressivo de competências musicais; Intencionalidade do
professor – ações estratégicas de ensino orientadas para o perfil dos alunos). Consideramos,
a priori, categorias e subcategorias de análise e os itens nelas expressos para a educação préescolar contemplaram a interligação da audição, da interpretação e da criação, como forma
de dar resposta ao desenvolvimento progressivo das competências musicais. Para a
elaboração das categorias e subcategorias de análise das nossas práticas, no âmbito do 1.º
CEB, convocamos as que surgem na operacionalização das Aprendizagens Essenciais (AE)
no que se refere aos organizadores da educação artística, no domínio da expressão musical.
Usamos aqui a terminologia “Expressão Musical” no sentido de nos mantermos fiéis aos
documentos oficiais, visto que não usamos desta em todas as suas formas de representação.
Salientamos que foi importante proporcionar às crianças um ambiente de confiança mútua,
rico em partilha, no qual podíamos aprender uns com os outros, de forma lúdica, interativa
e participativa. Do que pudemos constatar, pensamos ter respondido aos interesses e
motivações das crianças, ao promover diversas estratégias de aprendizagens, promotoras de
competências indispensáveis à sua vida, que surgem evidenciadas na apresentação e análise
das práticas e das experiências vivenciadas em contexto.
This report was carried out within the scope of the curricular unit of Supervised Teaching Practice (PES), integrated in the master’s degree in Pre-school Education and Teaching of the 1st Cycle of Basic Education. The Supervised Teaching Practice (PES), which gave rise to this document, was carried out in different public and private educational institutions, namely, in the Kindergarten, in a Private Institution of Social Solidarity (IPSS), with children aged two and three years old, in Pre-School Education (EPE), with children aged three to five years old, in a Public Educational Institution, and in the 1st Cycle of Basic Education (BGE), with children aged three to five years old. The practices were developed with the purpose of potentiating the potential of the children's education in the 1st Cycle of Basic Education, also in a Public Educational Institution, with children in the 4th year of schooling, during the 2018/2019 school year. The practices were developed to enhance essential learning for the holistic development of the child. Thus, we think that the work done is very important, directed to the development of the children's language skills, namely the development of oral language and approach to reading and writing, supported by musical expression. In this context, our research has as its theme: Contributions of musical expression to the development of oral language and approach to reading and writing, and our main goal was to answer the question-problem: What are the contributions of musical expression to the development of oral language and approach to reading and writing? Data were collected during the practice, and the research is qualitative in nature. We used participant observation as techniques for data collection, and field notes, photographic records and children's productions as tools. To evaluate our own pedagogical practice, we also developed two analysis grids (Educator intentionality - progressive development of musical competencies; Teacher intentionality - strategic teaching actions oriented to the students' profile). We considered, a priori, categories and subcategories of analysis and the items expressed in them for preschool education contemplated the interconnection of listening, interpretation, and creation, to respond to the progressive development of musical competencies. For the elaboration of the categories and subcategories of analysis of our practices, in the context of the 1st Kindergarten, we summoned those that appear in the operationalization of the Essential Learning (EA) in relation to the organizers of artistic education, in the field of musical expression. We use the terminology "Musical Expression" here in order to remain faithful to the official documents, since we do not use it in all its forms of representation. We emphasize that it was important to provide children with an environment of mutual trust, rich in sharing, in which we could learn from each other in a playful, interactive, and participatory way. From what we could see, we think we have responded to the interests and motivations of the children, by promoting various learning strategies, promoting skills essential to their lives, which are showed in the presentation and analysis of the practices and experiences lived in context.
This report was carried out within the scope of the curricular unit of Supervised Teaching Practice (PES), integrated in the master’s degree in Pre-school Education and Teaching of the 1st Cycle of Basic Education. The Supervised Teaching Practice (PES), which gave rise to this document, was carried out in different public and private educational institutions, namely, in the Kindergarten, in a Private Institution of Social Solidarity (IPSS), with children aged two and three years old, in Pre-School Education (EPE), with children aged three to five years old, in a Public Educational Institution, and in the 1st Cycle of Basic Education (BGE), with children aged three to five years old. The practices were developed with the purpose of potentiating the potential of the children's education in the 1st Cycle of Basic Education, also in a Public Educational Institution, with children in the 4th year of schooling, during the 2018/2019 school year. The practices were developed to enhance essential learning for the holistic development of the child. Thus, we think that the work done is very important, directed to the development of the children's language skills, namely the development of oral language and approach to reading and writing, supported by musical expression. In this context, our research has as its theme: Contributions of musical expression to the development of oral language and approach to reading and writing, and our main goal was to answer the question-problem: What are the contributions of musical expression to the development of oral language and approach to reading and writing? Data were collected during the practice, and the research is qualitative in nature. We used participant observation as techniques for data collection, and field notes, photographic records and children's productions as tools. To evaluate our own pedagogical practice, we also developed two analysis grids (Educator intentionality - progressive development of musical competencies; Teacher intentionality - strategic teaching actions oriented to the students' profile). We considered, a priori, categories and subcategories of analysis and the items expressed in them for preschool education contemplated the interconnection of listening, interpretation, and creation, to respond to the progressive development of musical competencies. For the elaboration of the categories and subcategories of analysis of our practices, in the context of the 1st Kindergarten, we summoned those that appear in the operationalization of the Essential Learning (EA) in relation to the organizers of artistic education, in the field of musical expression. We use the terminology "Musical Expression" here in order to remain faithful to the official documents, since we do not use it in all its forms of representation. We emphasize that it was important to provide children with an environment of mutual trust, rich in sharing, in which we could learn from each other in a playful, interactive, and participatory way. From what we could see, we think we have responded to the interests and motivations of the children, by promoting various learning strategies, promoting skills essential to their lives, which are showed in the presentation and analysis of the practices and experiences lived in context.
Description
Keywords
Linguagem oral e abordagem à leitura e escrita Expressão musical Prática de ensino supervisionada Creche Educação pré-escolar 1.º Ciclo do ensino básico