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Advisor(s)
Abstract(s)
O impacto que as nossas atitudes podem ter no meio ambiente, como as que dizem
respeito à nossa alimentação, têm vindo a suscitar uma crescente preocupação na
sociedade atual, à qual como futuros educadores/professores não podemos ficar
indiferentes. Nesta perspetiva e reconhecendo a importância de ajudar as crianças a
desenvolverem, desde cedo, conhecimentos e atitudes que lhes possibilitem enveredar
por práticas que favoreçam uma melhor qualidade de vida para todos, resolvemos
valorizar essas dimensões na ação educativa e investigativa que desenvolvemos ao nível
da Prática de Ensino Supervisionada do mestrado em Educação Pré-Escolar e Ensino do
1.º Ciclo do Ensino Básico. Neste âmbito partimos da seguinte questão-problema:
Como promover um processo de ensino e aprendizagem facilitador da sustentabilidade
alimentar? E delineámos como objetivos do estudo desenvolvido sobre a prática
educativa: identificar estratégias que contribuam para a promoção da sustentabilidade
alimentar; conhecer as perceções das crianças sobre a sustentabilidade alimentar e
refletir sobre o papel da escola na construção de uma cidadania responsável.
Para fundamentação e melhor compreensão de como favorecer a sustentabilidade
alimentar, procedemos ao nível do quadro teórico ao aprofundamento dessas questões.
Para recolha e análise de dados, enveredámos por uma perspetiva metodológica de
natureza qualitativa, recorrendo à observação e registo dos dados através de notas de
campo e fotografias, às produções das crianças e à organização e análise de conteúdo
dos mesmos.
Caraterizamos os três contextos em que desenvolvemos a ação educativa e
investigativa: creche, educação pré-escolar e de 1.º ciclo do ensino básico.
Descrevemos e refletimos sobre experiências de ensino e aprendizagem que
promovemos com as crianças, relevando os seus contributos para promoção de
sustentabilidade alimentar. Os dados permitem evidenciar a importância de as escolas
enveredarem por estratégias que ajudem as crianças a desenvolverem atitudes ambiental
e socialmente sustentáveis.
The impact that our attitudes can have on the environment, such as those related to our food, has been causing growing concern in today's society, to which as future educators/teachers we cannot remain indifferent. In this perspective and recognizing the importance of helping children develop, from an early age, knowledge and attitudes that enable them to go through practices that promote a better quality of life for all, we decided to value these dimensions in the educational and investigative action that we develop at the level of supervised teaching practice of the Master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. In this context we start from the following problem question: How to promote a teaching process learning facilitating food sustainability? And we outlined as objectives of the study developed on educational practice: to identify strategies that contribute to the promotion of food sustainability; to know children's perceptions about food sustainability and reflect on the role of the school in the construction of responsible citizenship. To better understand how to promote food sustainability, we proceed at the level of the theoretical framework to deepen these issues. For data collection and analysis, we have taken a methodological perspective of a qualitative nature, using the observation and recording of data through field notes and photographs, the children‘s productions and the organization and analysis of their content. We characterize the three contexts in which we develop the educational and investigative action: daycare, preschool education and 1st cycle of basic education. We describe and reflect on teaching and learning experiences that we promote with children, raising their contributions to promoting food sustainability. The data show the importance of schools taking strategies that help children develop environmentally and socially sustainable attitudes.
The impact that our attitudes can have on the environment, such as those related to our food, has been causing growing concern in today's society, to which as future educators/teachers we cannot remain indifferent. In this perspective and recognizing the importance of helping children develop, from an early age, knowledge and attitudes that enable them to go through practices that promote a better quality of life for all, we decided to value these dimensions in the educational and investigative action that we develop at the level of supervised teaching practice of the Master's degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. In this context we start from the following problem question: How to promote a teaching process learning facilitating food sustainability? And we outlined as objectives of the study developed on educational practice: to identify strategies that contribute to the promotion of food sustainability; to know children's perceptions about food sustainability and reflect on the role of the school in the construction of responsible citizenship. To better understand how to promote food sustainability, we proceed at the level of the theoretical framework to deepen these issues. For data collection and analysis, we have taken a methodological perspective of a qualitative nature, using the observation and recording of data through field notes and photographs, the children‘s productions and the organization and analysis of their content. We characterize the three contexts in which we develop the educational and investigative action: daycare, preschool education and 1st cycle of basic education. We describe and reflect on teaching and learning experiences that we promote with children, raising their contributions to promoting food sustainability. The data show the importance of schools taking strategies that help children develop environmentally and socially sustainable attitudes.
Description
Keywords
Sustentabilidade alimentar Aprendizagem Prática educativa