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Prática de Ensino Supervisionada - a expressão dramática como recurso pedagógico
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Abstract(s)
Este relatório foi desenvolvido no âmbito da unidade curricular de Prática de Ensino Supervisionada, integrada no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. O presente documento apresenta uma descrição reflexiva e fundamentada da prática educativa realizada nos contextos de creche, educação pré-escolar e 1.º ciclo do ensino básico, tendo como foco principal a expressão dramática enquanto recurso pedagógico. A escolha da expressão dramática como objeto de investigação e de intervenção pedagógica surgiu do reconhecimento do seu potencial para articular diferentes áreas do saber de forma lúdica, criativa e significativa. Através da dramatização, do faz-de-conta, da construção de personagens e situações do quotidiano ou de histórias literárias, as crianças são desafiadas a pensar, comunicar, criar e resolver problemas, ativando diferentes competências cognitivas, sociais e emocionais. Neste sentido a expressão dramática revela-se um recurso pedagógico de elevada relevância, na medida em que potencia o desenvolvimento holístico da criança. Partindo do princípio de que a expressão dramática não se esgota na área da educação artística, mas antes se articula naturalmente com diversas áreas de conteúdo, definiram-se os seguintes objetivos: i) implementar a expressão dramática como recurso pedagógico, articulando-a com diferentes áreas do saber; ii) proporcionar experiências de expressão dramática/teatro/jogo dramático, potenciando a imaginação e a cooperação; iii) compreender as perceções das crianças acerca das aprendizagens e vivências proporcionadas pela expressão dramática/teatro/jogo dramático. A investigação assume uma abordagem qualitativa, com recurso a técnicas de observação participante, notas de campo, registos audiovisuais, registos fotográficos recolhidos ao longo das experiências de aprendizagem em diferentes contextos e no inquérito por questionário, direcionado a crianças do 1.º ciclo do ensino básico. As atividades desenvolvidas foram organizadas com base em histórias, situações-problema e jogos dramáticos que permitiram às crianças explorar conteúdos de várias áreas de conteúdo. Os dados recolhidos evidenciam que a expressão dramática, quando integrada de forma intencional e reflexiva na planificação curricular, potencia o desenvolvimento da criatividade, da linguagem, da empatia e da cooperação, contribuindo simultaneamente para uma aprendizagem mais holística e motivadora, destacando-se a importância de práticas que promovam a articulação entre as áreas do saber e o envolvimento ativo das crianças no processo de aprendizagem.
This report was developed within the scope of the curricular unit of Supervised Teaching Practice, integrated in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. This document presents a reflective and reasoned description of the educational practice carried out in the contexts of nursery, pre-school education and 1st Cycle of Basic Education (CEB), with the main focus on dramatic expression as a pedagogical resource. The choice of dramatic expression as an object of investigation and pedagogical intervention arose from the recognition of its potential to articulate different areas of knowledge in a playful, creative and meaningful way. Through dramatization, make-believe, the construction of everyday characters and situations or literary stories, children are challenged to think, communicate, create and solve problems, activating different cognitive, social and emotional skills. In this sense, dramatic expression proves to be a highly relevant pedagogical resource, as it enhances the holistic development of the child. Based on the principle that dramatic expression is not limited to the area of artistic education, but rather is naturally articulated with various content areas, the following objectives were defined: i) to implement drama education as a pedagogical resource, articulating it with different areas of knowledge; ii) to provide experiences of dramatic expression, enhancing imagination and cooperation; iii) to understand children's perceptions about the learning and experiences provided by dramatic expression. The research takes a qualitative approach, using participant observation techniques, field notes, audiovisual records, photographic records collected throughout the learning experiences in different contexts and in the questionnaire survey, aimed at children from the 1st CEB. The activities developed were organized based on stories, problem situations and dramatic games that allowed the children to explore content from various content areas. The data collected show that dramatic expression, when intentionally and reflexively integrated into curriculum planning, enhances the development of creativity, language, empathy and cooperation, while contributing to a more holistic and motivating learning, highlighting the importance of practices that promote the articulation between the areas of knowledge and the active involvement of children in the learning process.
This report was developed within the scope of the curricular unit of Supervised Teaching Practice, integrated in the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education. This document presents a reflective and reasoned description of the educational practice carried out in the contexts of nursery, pre-school education and 1st Cycle of Basic Education (CEB), with the main focus on dramatic expression as a pedagogical resource. The choice of dramatic expression as an object of investigation and pedagogical intervention arose from the recognition of its potential to articulate different areas of knowledge in a playful, creative and meaningful way. Through dramatization, make-believe, the construction of everyday characters and situations or literary stories, children are challenged to think, communicate, create and solve problems, activating different cognitive, social and emotional skills. In this sense, dramatic expression proves to be a highly relevant pedagogical resource, as it enhances the holistic development of the child. Based on the principle that dramatic expression is not limited to the area of artistic education, but rather is naturally articulated with various content areas, the following objectives were defined: i) to implement drama education as a pedagogical resource, articulating it with different areas of knowledge; ii) to provide experiences of dramatic expression, enhancing imagination and cooperation; iii) to understand children's perceptions about the learning and experiences provided by dramatic expression. The research takes a qualitative approach, using participant observation techniques, field notes, audiovisual records, photographic records collected throughout the learning experiences in different contexts and in the questionnaire survey, aimed at children from the 1st CEB. The activities developed were organized based on stories, problem situations and dramatic games that allowed the children to explore content from various content areas. The data collected show that dramatic expression, when intentionally and reflexively integrated into curriculum planning, enhances the development of creativity, language, empathy and cooperation, while contributing to a more holistic and motivating learning, highlighting the importance of practices that promote the articulation between the areas of knowledge and the active involvement of children in the learning process.
Description
Keywords
Expressão dramática: Jogos dramáticos Teatro Creche Pré-escolar 1.º ciclo do ensino básico Prática de ensino supervisionada