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Abstract(s)
O estudo que aqui se apresenta teve como foco investigacional a aprendizagem experiencial enquanto pedagogia e as estratégias de ensino-aprendizagem que lhe correspondem. O trabalho foi desenvolvido no âmbito da Unidade Curricular da Prática de Ensino Supervisionada (PES), integrada no Mestrado em Educação Pré-Escolar (EPE) e Ensino do 1.º Ciclo do Ensino Básico (1.º CEB), e a ação educativa desenvolveu-se com 3 grupos diferentes, nomeadamente, no âmbito de Creche, Jardim de Infância e 1.ºCEB. Trata-se de um estudo em múltiplos contextos, revelando-se cada contexto de intervenção como um caso específico de análise. O estudo assenta numa abordagem qualitativa, de cariz interpretativo. Ao longo de toda a prática assumiu-se uma atitude reflexiva e crítica em relação ao trabalho desenvolvido. A recolha de dados, foi feita principalmente, através da observação direta, com recurso às notas de campo, ao registo fotográfico, e a entrevistas aos educadores e professores cooperantes. Em contexto de 1.ºCEB utilizaram-se ainda grelhas de observação. Partiu-se da questão: Que estratégias de ensino e aprendizagem podem ser promotoras de um trabalho experiencial que possibilitem a mobilização de saberes em situações problemáticas quotidianas em contextos de creche, jardim de infância e 1.º ciclo do ensino básico? E estabeleceram-se como objetivos: (i) perceber a importância do trabalho experiencial no processo de ensino-aprendizagem; (ii) identificar as vantagens e desvantagens do trabalho experiencial procurando entender se o trabalho experiencial é um fator de motivação e interesse para a criança; (iii) conhecer as ideias e opiniões que os professores e educadores têm acerca do trabalho experiencial; (iv) conceber, desenvolver e analisar experiências de ensino-aprendizagem que permitam à criança assumir-se como construtor do próprio conhecimento; (v) analisar o papel da criança no desenvolvimento do trabalho experiencial; (vi) recorrer a estratégias diversificadas e potenciadoras de um trabalho experiencial. Os resultados obtidos no estudo, que emergiram da aplicação de vários instrumentos de recolha de dados, durante o desenvolvimento das experiências de ensino-aprendizagem (EEA) baseadas no trabalho experiencial, revelaram que as crianças foram ativas, autónomas e participativas durante a sua realização, verificando-se assim, que o trabalho experiencial com recurso a estratégias de ensino-aprendizagem diversificadas, potencia o envolvimento das crianças, estimula a sua curiosidade e o gosto pela aprendizagem.
The presented study is focused on experiential learning as a pedagogy and the teaching and learning strategies that correspond to it. The work was developed within the scope of the Curricular Unit of the Supervised Teaching Practice (STP), integrated in Master of Pre-School Education (MPE) and Elementary School - Basic Education. The educational action was developed with 3 different groups: day care, kindergarden and elementary school. This study has multiple contexts, revealing each context of intervention as a specific case of analysis, and it's based on a qualitative, interpretive approach. Throughout this, a reflexive and critical attitude towards the work developed was assumed. Data collection was mainly done through direct observation, using field notes, photographic records, and interviews with educators and cooperating teachers. For the 1st grade, were also used observation grids. The following question emerged: Which teaching and learning strategies can be the promoters of an experiential work that enables the mobilization of knowledge in everyday problematic situations in day-care, kindergarten and elementary school contexts? And they were established as objectives: (i) to realize the importance of experiential work as teaching and learning process; (ii) identify the advantages and disadvantages of experiential work, understanding if experiential work is a motivating factor and interest for the child; (iii) to know the ideas and opinions that teachers and educators have about experiential work; (iv) designing, developing and analyzing teaching-learning experiences that allow the child to become a constructor of its own knowledge; (v) analyze the child's role in the development of experiential work; (vi) to follow diversified and empowering strategies for experiential work. The results on this research, which emerged from the data collection instruments, during the development of teaching-learning experiences based on experiential work, revealed that the children were active, autonomous and participative during that experiential work using a variety of teaching and learning strategies strengthens the involvement of children, stimulates their curiosity and the taste for learning.
The presented study is focused on experiential learning as a pedagogy and the teaching and learning strategies that correspond to it. The work was developed within the scope of the Curricular Unit of the Supervised Teaching Practice (STP), integrated in Master of Pre-School Education (MPE) and Elementary School - Basic Education. The educational action was developed with 3 different groups: day care, kindergarden and elementary school. This study has multiple contexts, revealing each context of intervention as a specific case of analysis, and it's based on a qualitative, interpretive approach. Throughout this, a reflexive and critical attitude towards the work developed was assumed. Data collection was mainly done through direct observation, using field notes, photographic records, and interviews with educators and cooperating teachers. For the 1st grade, were also used observation grids. The following question emerged: Which teaching and learning strategies can be the promoters of an experiential work that enables the mobilization of knowledge in everyday problematic situations in day-care, kindergarten and elementary school contexts? And they were established as objectives: (i) to realize the importance of experiential work as teaching and learning process; (ii) identify the advantages and disadvantages of experiential work, understanding if experiential work is a motivating factor and interest for the child; (iii) to know the ideas and opinions that teachers and educators have about experiential work; (iv) designing, developing and analyzing teaching-learning experiences that allow the child to become a constructor of its own knowledge; (v) analyze the child's role in the development of experiential work; (vi) to follow diversified and empowering strategies for experiential work. The results on this research, which emerged from the data collection instruments, during the development of teaching-learning experiences based on experiential work, revealed that the children were active, autonomous and participative during that experiential work using a variety of teaching and learning strategies strengthens the involvement of children, stimulates their curiosity and the taste for learning.
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Keywords
1.º Ciclo do Ensino Básico Educação pré-escolar