| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.88 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório foi desenvolvido no âmbito da unidade curricular da Prática de Ensino Supervisionada (PES), inserida no plano de estudo do curso de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico (CEB), da Escola Superior de Educação de Bragança (ESEB), do Instituto Politécnico de Bragança. Salientamos que as experiências de ensino-aprendizagem (EEA) aqui apresentadas, foram pensadas tendo em conta uma perspetiva de articulação curricular, dando relevância ao uso de materiais não-estruturados como meio promotor de aprendizagens mais significativas, em que os interesses e as necessidades das crianças, bem como os seus ritmos de aprendizagem, foram sempre contemplados. Para o efeito, apoiamo-nos na Orientações Curriculares para a Educação Pré-Escolar (OCEPE), no Programa do 1.º CEB e nas Metas Curriculares para o 1.º CEB. No decorrer da prática as atividades desenvolvidas foram pensadas no sentido de darmos resposta à questão problema Será que os materiais não-estruturados desafiam as crianças à ação e exploração? Desta forma, delineamos os seguintes objetivos i) proporcionar EEA em que haja espaço para explorar e manusear diversos materiais tendo em conta os interesses e necessidades das crianças; ii) proporcionar às crianças oportunidades para recorrer a materiais não-estruturados, de modo a desafiá-las à ação e à descoberta e iii) perceber os comportamentos das crianças quando manipulam materiais não-estruturados. Em relação à metodologia posicionamo-nos numa investigação de natureza qualitativa, recorrendo à utilização de técnicas e instrumentos de recolha de dados do tipo qualitativo, como a observação participante, registos fotográficos, notas de campo e grelhas de observação. As EEA traduzem-se num processo descritivo, interpretativo e reflexivo, de onde emergiram dados que parecem apontar que a manipulação de diversos materiais não-estruturados desafiam a criança à ação e enquanto experimenta e explora faz com que haja um maior desenvolvimento, contribuindo para a aquisição de aprendizagens mais significativas e a aquisição de novos entendimentos.
This report was developed within the curricular unit of Supervised Teaching Practice (STP), inserted in the study plan of the Master's in Pre-school and Primary School Teacher Education (STE), of the School of Education of Bragança (ESEB), part of the Polytechnic Institute of Bragança. We emphasize that the teaching-learning experiences presented here were thought by considering a curriculum articulation perspective, giving relevance to the use of unstructured materials as a means of more significant lessons, in which the interests and needs of children, as well as their learning pace, have always been contemplated. To this end, we rely on the Curriculum Guidelines for Preschool Education (OCEPE), the Program of the Primary STE and the Curricular Goals for the Primary STE. In the course of this practice, the activities carried out were thought to answer the matter in question Do unstructured materials challenge children to action and exploitation? In this way, we outline the following objectives i) provide teaching-learning experiences in which there is room to explore and handle various materials taking into account the interests and needs of children; ii) provide children with opportunities to resort to unstructured materials, in order to challenge them to take action and discover and iii) to perceive children's behaviors when handling unstructured materials. In relation to the methodology, we are positioned in a quality investigation, using techniques and instruments for qualitative data collection, such as participant observation, photographic records, field notes and grid observation. The teaching-learning experiences translates into a descriptive, interpretive and reflective process, from which data emerged seems to point out that the manipulation of several unstructured materials challenges the child to action, whereas experimenting and exploring makes a greater progress, contributing to the acquisition of more meaningful learning and the acquisition of new understandings.
This report was developed within the curricular unit of Supervised Teaching Practice (STP), inserted in the study plan of the Master's in Pre-school and Primary School Teacher Education (STE), of the School of Education of Bragança (ESEB), part of the Polytechnic Institute of Bragança. We emphasize that the teaching-learning experiences presented here were thought by considering a curriculum articulation perspective, giving relevance to the use of unstructured materials as a means of more significant lessons, in which the interests and needs of children, as well as their learning pace, have always been contemplated. To this end, we rely on the Curriculum Guidelines for Preschool Education (OCEPE), the Program of the Primary STE and the Curricular Goals for the Primary STE. In the course of this practice, the activities carried out were thought to answer the matter in question Do unstructured materials challenge children to action and exploitation? In this way, we outline the following objectives i) provide teaching-learning experiences in which there is room to explore and handle various materials taking into account the interests and needs of children; ii) provide children with opportunities to resort to unstructured materials, in order to challenge them to take action and discover and iii) to perceive children's behaviors when handling unstructured materials. In relation to the methodology, we are positioned in a quality investigation, using techniques and instruments for qualitative data collection, such as participant observation, photographic records, field notes and grid observation. The teaching-learning experiences translates into a descriptive, interpretive and reflective process, from which data emerged seems to point out that the manipulation of several unstructured materials challenges the child to action, whereas experimenting and exploring makes a greater progress, contributing to the acquisition of more meaningful learning and the acquisition of new understandings.
Description
Keywords
Materiais não-estruturados Prática de ensino supervisionada Creche