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Abstract(s)
O presente relatório foi desenvolvido no âmbito da unidade curricular de Prática de Ensino Supervisionado (PES), integrado no curso de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação, do Instituto Politécnico de Bragança. Este intitula-se: Materiais manipuláveis não estruturados, como recurso pedagógico, em contexto de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico. Neste sentido e, para orientar a nossa investigação sobre as práticas, delineamos a seguinte questão problema: Que importância se atribui aos materiais manipuláveis não estruturados, como recurso pedagógico, em contexto de Educação Pré-Escolar e 1.º Ciclo do Ensino Básico? Para dar resposta a esta questão delineamos os seguintes objetivos: i) conhecer as perceções das crianças e dos educadores/professores sobre materiais manipuláveis não estruturados; ii) perceber a importância que crianças e educadores/professores atribuem a estes materiais em contexto educativo e iii) analisar os processos educativos associados ao uso dos materiais manipuláveis não estruturados, em contexto de Creche, Jardim de Infância e 1.º Ciclo do Ensino Básico. A abordagem desta temática, orientada por estes objetivos, foi integrada na ação educativa e reflete-se na descrição, análise e interpretação das experiências de ensino/aprendizagem, realizadas com crianças em três instituições diferentes e três grupos distintos (Creche, Educação Pré-Escolar e 1.º ano do Ensino Básico).
Assim esta investigação pretende olhar para o conceito materiais manipuláveis não estruturados como sendo aquele que, ao ser concebido, não corporiza estruturas rígidas e não foi idealizado para trabalhar um conceito, não apresentando, por isso, uma determinada função, dependendo o seu uso da criatividade e da intencionalidade do professor e das crianças que os manipulam, em cada momento.
Em termos metodológicos desenvolvemos uma investigação de natureza qualitativa, recolhendo dados a partir da observação participante, com recurso às notas de campo, ao inquérito por questionário, à entrevista e aos registos fotográficos. Como técnica de análise de dados recorremos à análise de conteúdo. A análise dos dados evidencia a importância do uso dos materiais manipuláveis já desde a tenra idade. Percebemos, também, que os materiais manipuláveis não estruturados não eram um recurso muito presente nos diferentes contextos educativos. No entanto dado o foco da nossa investigação, este passou a ser um recurso muito presente e, à medida que o tempo ia passando, percebeu-se, pela análise dos dados que fizemos, que não só a sensibilidade dos educadores/professores e crianças mudou, como passaram, educadoras/professora/crianças, a solicitar o recurso aos mesmos, olhando para os materiais manipuláveis não estruturados como facilitadores do processo ensino aprendizagem.
This report was developed within the scope of the Supervised Teaching Practice (STP) curricular unit, integrated in the Master's course in Pre-School Education and Teaching of the 1st Cycle of Basic Education, from the Escola Superior de Educação, from the Polytechnic Institute of Bragança. This is entitled: Unstructured manipulable materials, as a pedagogical resource, in the context of Pre-School Education and 1st Cycle of Basic Education. In this sense, and to guide our research on practices, we outline the following problem question: What importance is attributed to unstructured manipulative materials, as a pedagogical resource, in the context of Pre-School Education and 1st Cycle of Basic Education? To answer this question, we outline the following objectives: i) to know the perceptions of children and educators / teachers about unstructured manipulative materials; ii) understand the importance that children and educators / teachers attach to these materials in an educational context and iii) analyse the educational processes associated with the use of unstructured manipulative materials, in the context of Day Care, Kindergarten and 1st Cycle of Basic Education. The approach to this theme, guided by these objectives, was integrated into the educational action and is reflected in the description, analysis and interpretation of teaching / learning experiences, carried out with children in three different institutions and three different groups (Creche, Pre-School Education and 1st year of Basic Education). Thus, this investigation intends to look at the concept of unstructured manipulative materials as being one that, when conceived, does not embody rigid structures and was not idealized to work on a concept, therefore not presenting a certain function, depending on its use of creativity and the intentionality of the teacher and the children who manipulate them, in each moment. In methodological terms, we developed a qualitative investigation, collecting data from participant observation, using field notes, questionnaire surveys, interviews and photographic records. As a data analysis technique, we use content analysis. Data analysis shows the importance of using manipulable materials from an early age. We also realized that unstructured manipulative materials were not a very common resource in different educational contexts. However, given the focus of our investigation, this became a very present resource and, as time went by, it was noticed, by analyzing the data that we did, that not only the sensitivity of educators / teachers and children changed, as educators / teacher / children began to request their use, looking at unstructured manipulative materials as facilitators of the teaching-learning process.
This report was developed within the scope of the Supervised Teaching Practice (STP) curricular unit, integrated in the Master's course in Pre-School Education and Teaching of the 1st Cycle of Basic Education, from the Escola Superior de Educação, from the Polytechnic Institute of Bragança. This is entitled: Unstructured manipulable materials, as a pedagogical resource, in the context of Pre-School Education and 1st Cycle of Basic Education. In this sense, and to guide our research on practices, we outline the following problem question: What importance is attributed to unstructured manipulative materials, as a pedagogical resource, in the context of Pre-School Education and 1st Cycle of Basic Education? To answer this question, we outline the following objectives: i) to know the perceptions of children and educators / teachers about unstructured manipulative materials; ii) understand the importance that children and educators / teachers attach to these materials in an educational context and iii) analyse the educational processes associated with the use of unstructured manipulative materials, in the context of Day Care, Kindergarten and 1st Cycle of Basic Education. The approach to this theme, guided by these objectives, was integrated into the educational action and is reflected in the description, analysis and interpretation of teaching / learning experiences, carried out with children in three different institutions and three different groups (Creche, Pre-School Education and 1st year of Basic Education). Thus, this investigation intends to look at the concept of unstructured manipulative materials as being one that, when conceived, does not embody rigid structures and was not idealized to work on a concept, therefore not presenting a certain function, depending on its use of creativity and the intentionality of the teacher and the children who manipulate them, in each moment. In methodological terms, we developed a qualitative investigation, collecting data from participant observation, using field notes, questionnaire surveys, interviews and photographic records. As a data analysis technique, we use content analysis. Data analysis shows the importance of using manipulable materials from an early age. We also realized that unstructured manipulative materials were not a very common resource in different educational contexts. However, given the focus of our investigation, this became a very present resource and, as time went by, it was noticed, by analyzing the data that we did, that not only the sensitivity of educators / teachers and children changed, as educators / teacher / children began to request their use, looking at unstructured manipulative materials as facilitators of the teaching-learning process.
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Prática de ensino supervisionada Materiais manipuláveis não estruturados Creche Educação Pré-escolar e 1.º Ciclo do Ensino Básico