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Advisor(s)
Abstract(s)
No âmbito da unidade curricular de Prática de Ensino Supervisionada (PES), integrada no
Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, desenvolvemos
a nossa ação educativa nos contextos de creche (C), jardim de infância (JI) e no 1.º ciclo do
ensino básico (1.º CEB). Nesta ação educativa procuramos planificar e realizar experiências
de aprendizagem que correspondessem às necessidades e interesses das crianças e que
contribuíssem também para que estas estabelecessem contacto com o mundo da fantasia e
do imaginário educacional. As experiências de aprendizagem por nós implementadas
procuraram sempre ir ao encontro da temática escolhida, sendo esta: O imaginário
educacional: A força impulsionadora dos álbuns ilustrados para as crianças. Para esta
investigação foram delineados os seguintes objetivos: i) estimular as crianças para o hábito
de ler obras da literatura para a infância; ii) desenvolver atividades práticas para que as
crianças possam recriar cenários narrativos e gráficos recorrendo ao seu imaginário; iii)
incentivar a formação crítica-reflexiva das crianças, desenvolvendo o imaginário e o
pensamento criativo; iv) Analisar as opiniões das crianças sobre personagens do mundo
imaginário. A metodologia que elegemos é de natureza qualitativa, tendo sido utilizada
como técnica de recolha de dados a observação participante. Os instrumentos de recolha de
dados utilizados foram: o registo fotográfico, notas de campo, documentação pedagógica,
teste AT-9 (apenas no 1.º CEB) e as produções das crianças. Com as experiências de
aprendizagem realizadas foi-nos possível perceber que as crianças, através da exploração de
álbuns ilustrados/histórias, desenvolvem mais rapidamente o seu imaginário educacional,
assim como proporcionam estímulos cognitivos que permitem a memorização, e podem
ainda desenvolver um trabalho de construção de valores morais. Estes ajudam ainda na
evolução da criança enquanto ser humano e contribuem para o seu amadurecimento, uma
vez que no plano do imaginário educacional podemos perceber o desenvolvimento cognitivo
através do raciocínio lógico e abstrato.
As part of the Supervised Teaching Practice (SSP) course, which is part of the master’s degree in Pre-school Education and Primary School Teaching, we carried out our educational activities in the contexts of crèche (C), kindergarten (JI) and primary school (1.º CEB). In this educational activity, we tried to plan and carry out learning experiences that corresponded to the children's needs and interests and that also helped them establish contact with the world of fantasy and the educational imagination. The learning experiences we implemented always endeavoured to meet the chosen theme: The educational imaginary: The driving force behind children's picture books. The following objectives were outlined for this research: i) to encourage children to read works of literature for children; ii) to develop practical activities so that children can recreate narrative and graphic scenarios using their imagination; iii) to encourage children's critical-reflective training, developing their imagination and creative thinking; iv) to analyse children's opinions about characters from the imaginary world. The methodology we chose is qualitative in nature, and participant observation was used as the data collection technique. The data collection instruments used were, such as photographic records, field notes, pedagogical documentation, the AT-9 test (only in the 1st CEB) and the children's productions. Through the learning experiences we've had, we've been able to see that by exploring illustrated albums/stories, children develop their educational imagination more quickly, as well as providing cognitive stimuli that enable memorisation, and they can also work on building moral values. They also help children evolve as human beings and contribute to their maturation, since in terms of educational imagination we can see cognitive development through logical and abstract reasoning.
As part of the Supervised Teaching Practice (SSP) course, which is part of the master’s degree in Pre-school Education and Primary School Teaching, we carried out our educational activities in the contexts of crèche (C), kindergarten (JI) and primary school (1.º CEB). In this educational activity, we tried to plan and carry out learning experiences that corresponded to the children's needs and interests and that also helped them establish contact with the world of fantasy and the educational imagination. The learning experiences we implemented always endeavoured to meet the chosen theme: The educational imaginary: The driving force behind children's picture books. The following objectives were outlined for this research: i) to encourage children to read works of literature for children; ii) to develop practical activities so that children can recreate narrative and graphic scenarios using their imagination; iii) to encourage children's critical-reflective training, developing their imagination and creative thinking; iv) to analyse children's opinions about characters from the imaginary world. The methodology we chose is qualitative in nature, and participant observation was used as the data collection technique. The data collection instruments used were, such as photographic records, field notes, pedagogical documentation, the AT-9 test (only in the 1st CEB) and the children's productions. Through the learning experiences we've had, we've been able to see that by exploring illustrated albums/stories, children develop their educational imagination more quickly, as well as providing cognitive stimuli that enable memorisation, and they can also work on building moral values. They also help children evolve as human beings and contribute to their maturation, since in terms of educational imagination we can see cognitive development through logical and abstract reasoning.
Description
Keywords
Álbuns ilustrados Imaginário educacional Literatura infantil Práticas de ação educativa Educação pré-escolar 1.º ciclo do ensino básico