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Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular, Prática do Ensino Supervisionada, que integra o Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação de Bragança. Este relatório tem como preocupação principal dar a conhecer o trabalho desenvolvido ao longo das práticas de ensino supervisionado, nos três contextos educativos: Creche, Educação Pré-escolar e 1.º Ciclo do Ensino Básico. A investigação emergiu em contexto de prática pedagógica e pretende dar resposta à seguinte questão- problema: De que forma a área da expressão plástica contribui para a construção de aprendizagens e competências nas crianças? Para responder a esta questão delineamos os seguintes objetivos: (i) Utilizar a expressão plástica como recurso para promover uma aprendizagem holística; (ii) Desenvolver capacidades expressivas e criativas através de experimentação e de espaço à realização de produções; (iii) Proporcionar diferentes materiais lúdicos que permitam à criança comunicar e expressar diferentes linguagens; (iv) Diversificar as situações e experiências de aprendizagem recorrendo à expressão plástica. A opção metodológica foi ancorada numa metodologia qualitativa de âmbito descritivo e interpretativo. Os instrumentos de recolha de dados foram a observação participante, as notas de campo e os registos fotográficos. Relativamente à análise dos dados, estes surgem apresentados de forma descritiva e reflexiva, sendo que os resultados parecem apontar que a expressão plástica é importante, porque partindo de uma estratégia lúdica, facilita a construção e o desenvolvimento de competências e de aprendizagens significativas.
This report was prepared within the scope of the Curricular Unit, Supervised Teaching Practice, which integrates the Master in Pre-school Education and Teaching of the 1st Cycle of Basic Education, from the Escola Superior de Educação de Bragança. This report has as main concern to make known the work developed during the supervised teaching practices, in the three educational contexts: Nursery, Pre-school Education and 1st Cycle of Basic Education. The research emerged in the context of pedagogical practice and aims to answer the following question-problem: How does the field of plastic expression contribute to the construction of learning and skills in children? To answer this question, we outline the following objectives: (i) To use plastic expression as a resource to promote holistic learning; (ii) Develop expressive and creative capacities through experimentation and space for production; (iii) Providing different play materials that allow the child to communicate and express different languages; (iv) Diversify learning situations and experiences using plastic expression. The methodological option was anchored in a qualitative methodology with a descriptive and interpretative scope. The data collection instruments were participant observation, field notes and photographic records. Regarding data analysis, these are presented in a descriptive and reflective way, and the results seem to point out that plastic expression is important, because starting from a playful strategy, it facilitates the construction and development of significant skills and learning.
This report was prepared within the scope of the Curricular Unit, Supervised Teaching Practice, which integrates the Master in Pre-school Education and Teaching of the 1st Cycle of Basic Education, from the Escola Superior de Educação de Bragança. This report has as main concern to make known the work developed during the supervised teaching practices, in the three educational contexts: Nursery, Pre-school Education and 1st Cycle of Basic Education. The research emerged in the context of pedagogical practice and aims to answer the following question-problem: How does the field of plastic expression contribute to the construction of learning and skills in children? To answer this question, we outline the following objectives: (i) To use plastic expression as a resource to promote holistic learning; (ii) Develop expressive and creative capacities through experimentation and space for production; (iii) Providing different play materials that allow the child to communicate and express different languages; (iv) Diversify learning situations and experiences using plastic expression. The methodological option was anchored in a qualitative methodology with a descriptive and interpretative scope. The data collection instruments were participant observation, field notes and photographic records. Regarding data analysis, these are presented in a descriptive and reflective way, and the results seem to point out that plastic expression is important, because starting from a playful strategy, it facilitates the construction and development of significant skills and learning.
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Keywords
Educação Pré-escolar 1º Ciclo do Ensino Básico Expressão plástica