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Metodologias ativas em Educação Pré-escolar: desafios e oportunidades em contextos educativos de São Tomé
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Abstract(s)
Este estudo tem como objetivo principal analisar os desafios e as oportunidades relacionados com a implementação das metodologias ativas na educação pré-escolar em São Tomé, com base na perceção dos educadores. Embora essa abordagem pedagógica, que coloca a criança como protagonista do próprio processo de aprendizagem, ainda não esteja amplamente aplicada no contexto Santomense, ela desperta interesse crescente entre os profissionais da educação de infância. A pesquisa baseou-se na aplicação de um inquérito por questionário a educadores de infância e auxiliares pedagógicos de várias instituições pré-escolares de São Tomé, permitindo recolher dados sobre os seus conhecimentos, atitudes e perceções quanto às metodologias ativas. Os resultados mostram que a maioria dos educadores ainda segue métodos tradicionais de ensino e revela pouca familiaridade com práticas ativas. Entre os principais desafios apontados estão a falta de formação específica, ausência de recursos pedagógicos adequados e salas com muitas crianças. No entanto, também se identificaram oportunidades importantes, como a abertura das educadoras para aprender novas abordagens, o reconhecimento do valor do brincar e o desejo de melhorar a qualidade das aprendizagens. Conclui-se que, embora as metodologias ativas ainda não façam parte do quotidiano pedagógico na educação pré-escolar em São Tomé, existe um terreno fértil para sua introdução gradual, desde que acompanhada de formação contínua, apoio institucional e políticas públicas que valorizem práticas centradas na criança.
The main objective of this study is to analyse the challenges and opportunities related to implementing active methodologies in pre-school education in São Tomé, based on educators' perceptions. Although this pedagogical approach, which places the child as the protagonist of the learning process itself, is not yet widely applied in the Santomean context, it arouses growing interest among early childhood education professionals. The research was based on the application of a questionnaire survey to kindergarten teachers and pedagogical assistants from various preschool institutions in São Tomé, allowing the collection of data on their knowledge, attitudes and perceptions regarding active methodologies. The results show that most educators still follow traditional teaching methods and reveal little familiarity with active practices. The main challenges are the lack of specific training, inadequate pedagogical resources and the overloaded activity room. However, essential opportunities were also identified, such as the openness of educators to learn new approaches, the recognition of the value of play and the desire to improve the quality of teaching. It is concluded that, although active methodologies are not yet part of the pedagogical daily life in pre-school education in São Tomé, there is fertile ground for their gradual introduction, if it is accompanied by continuous training, institutional support and public policies that value child-centred practices
The main objective of this study is to analyse the challenges and opportunities related to implementing active methodologies in pre-school education in São Tomé, based on educators' perceptions. Although this pedagogical approach, which places the child as the protagonist of the learning process itself, is not yet widely applied in the Santomean context, it arouses growing interest among early childhood education professionals. The research was based on the application of a questionnaire survey to kindergarten teachers and pedagogical assistants from various preschool institutions in São Tomé, allowing the collection of data on their knowledge, attitudes and perceptions regarding active methodologies. The results show that most educators still follow traditional teaching methods and reveal little familiarity with active practices. The main challenges are the lack of specific training, inadequate pedagogical resources and the overloaded activity room. However, essential opportunities were also identified, such as the openness of educators to learn new approaches, the recognition of the value of play and the desire to improve the quality of teaching. It is concluded that, although active methodologies are not yet part of the pedagogical daily life in pre-school education in São Tomé, there is fertile ground for their gradual introduction, if it is accompanied by continuous training, institutional support and public policies that value child-centred practices