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Prática de Ensino Supervisionada: A visão da criança sobre o eu, os outros e o mundo a partir dos álbuns ilustrados
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A crescente valorização da literatura para a infância destaca o álbum ilustrado como um recurso pedagógico e estético capaz de promover aprendizagens significativas e reflexões profundas. Apesar do reconhecimento do seu potencial, ainda são escassos os estudos que analisam a forma como estes álbuns influenciam a construção da identidade, a perceção das relações interpessoais e a leitura do mundo por parte das crianças. Neste sentido, a presente investigação teve como principal objetivo compreender de que modo os álbuns ilustrados contribuem para a visão que a criança constrói sobre si própria, os outros e o mundo que a rodeia. Este estudo realizou-se no decurso do estágio com três grupos de crianças: um grupo de creche, com crianças de 1 e 2 anos, um grupo de educação pré-escolar, de 4 anos, e outro grupo do 1.º ano do ensino básico, com crianças de 8 e 9 anos de idade. A investigação, de natureza qualitativa e interpretativa, baseou-se na observação participante, nas notas de campo, nos registos audiovisuais e na análise das produções das crianças. Foram analisadas as manifestações identitárias, relacionais e simbólicas expressas pelas crianças ao longo das experiências pedagógicas desenvolvidas com base em álbuns ilustrados cuidadosamente selecionados. Os resultados evidenciam que, quando mediado de forma intencional, o álbum ilustrado potencia momentos de escuta ativa, de expressão emocional e de reflexão crítica. Permite, assim, o desenvolvimento de competências pessoais e sociais, promovendo o reconhecimento do “eu”, a valorização do outro e uma leitura mais sensível e simbólica do mundo envolvente.
The growing appreciation of children's literature highlights the picturebook as a pedagogical and aesthetic resource capable of promoting meaningful learning and deep reflection. Despite the recognition of its potential, there is still a lack of studies analysing how these albums influence children's identity construction, perception of interpersonal relationships and interpretation of the world around them. In this context, the main objective of this research was to understand how picturebooks contribute to the child's construction of a vision of self, others and the surrounding world. This study was carried out during the teaching practice with three groups of children: a nursery group with children aged 1 and 2 years, a preschool group with 4-year-olds, and a first grade group in primary education with children aged 8 and 9. The research, of a qualitative and interpretative nature, was based on participant observation, field notes, audiovisual records, and the analysis of the children’s productions. Identity, relational and symbolic expressions were analysed throughout the pedagogical experiences developed with carefully selected picturebooks. The results show that, when intentionally mediated, the picturebook fosters moments of active listening, emotional expression, and critical reflection. It thus promotes the development of personal and social skills, encouraging self-recognition, the valuing of others, and a more sensitive and symbolic reading of the surrounding world.
The growing appreciation of children's literature highlights the picturebook as a pedagogical and aesthetic resource capable of promoting meaningful learning and deep reflection. Despite the recognition of its potential, there is still a lack of studies analysing how these albums influence children's identity construction, perception of interpersonal relationships and interpretation of the world around them. In this context, the main objective of this research was to understand how picturebooks contribute to the child's construction of a vision of self, others and the surrounding world. This study was carried out during the teaching practice with three groups of children: a nursery group with children aged 1 and 2 years, a preschool group with 4-year-olds, and a first grade group in primary education with children aged 8 and 9. The research, of a qualitative and interpretative nature, was based on participant observation, field notes, audiovisual records, and the analysis of the children’s productions. Identity, relational and symbolic expressions were analysed throughout the pedagogical experiences developed with carefully selected picturebooks. The results show that, when intentionally mediated, the picturebook fosters moments of active listening, emotional expression, and critical reflection. It thus promotes the development of personal and social skills, encouraging self-recognition, the valuing of others, and a more sensitive and symbolic reading of the surrounding world.
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Álbuns ilustrados Identidade Relações interpessoais Visão de mundo Práticas educativas