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O presente relatório foi realizado no âmbito do Curso de Mestrado em Educação Pré-Escolar e Ensino do 1ºciclo do Ensino Básico, durante a Prática de Ensino Supervisionada (PES). Visa investigar como se trabalham as artes visuais com crianças. Optámos pelo tema: As Artes visuais na Educação em Creche, Jardim de Infância e 1.º Ciclo do Ensino Básico: uma realidade ou uma utopia. Na primeira parte deste estudo procurámos fundamentar o conceito de arte, bem como algumas ligações às artes visuais. Apresentamos a caraterização dos três contextos para melhor conhecimento da realidade e das condições onde decorreu a PES. Apresentamos as linhas metodológicas, que nos guiaram na construção deste relatório bem como as linhas orientadoras da nossa ação educativa nos três contextos. Expomos e analisamos as Experiências de Ensino e Aprendizagem (EEA) relativas aos três contextos que melhor retratam a nossa ação educativa e sobre esta temática desenvolvida com as crianças. É nesta etapa da vida que as crianças mais trabalham a linguagem oral, usando palavras, sons e desenhos para construírem aquilo que lhes permite comunicar. Neste trabalho definimos a questão- problema e os objetivos que nos guiaram ao longo de todo o relatório: De que forma as Artes Visuais podem contribuir para o desenvolvimento holístico da criança? (Creche, Educação Pré-Escolar e 1º Ciclo do Ensino Básico). (i) aprofundar os conhecimentos sobre crianças; (ii) familiarizar as crianças com a arte para o seu desenvolvimento pessoal e social; (iii) estimular a criança a criar competências que a expressa a ouvir, no sentido de potenciar competências futuras, (iv) contribuir para a alegria das crianças na realização de artes visuais; (v) refletir sobre o papel do adulto na ação de ensino e aprendizagem no âmbito do trabalho com as artes visuais (vi) conhecer as perceções que as crianças têm sobre a arte e os artistas. As EEA realizadas contribuíram para o desenvolvimento holístico da criança, tal como o desenvolvimento da imaginação, criatividade e o gosto pela arte. Concluímos que arte deve estar presente em todas as áreas dos três contextos, objeto deste estudo, para uma melhor formação e sucesso educativo das crianças.
This report was carried out as part of the Master Course in Pre-School Education and Teaching of the 1st cycle of Basic Education, during the Supervised Teaching Practice (PES). It aims to investigate how the visual arts work with children. We chose the theme: Visual Arts in Nursery Education, Kindergarten and 1st Cycle of Basic Education: a reality or a utopia. In the first part of this study we sought to base the concept of art as well as some links to the visual arts. We present the characterization of the three contexts for a better knowledge of the reality and the conditions in which the PES took place. We present the methodological guidelines that guided us in the construction of this report as well as the guiding lines of our educational action in the three contexts. We present and analyze the Teaching and Learning Experiences (EEA) related to the three contexts that best portray our educational action and this theme developed with children. It is at this stage of life that children most work with oral language, using words, sounds and drawings to build what they can communicate. In this work, we define the problem question and the objectives that guided us throughout the report: How can the Visual Arts contribute to the holistic development of the child? (Kindergarten, Pre-primary Education and 1st Cycle of Basic Education). (i) to deepen knowledge about children; (ii) familiarize children with art for their personal and social development; (iii) to stimulate the child to create competences that expresses it to listen, in order to promote future skills, (iv) to contribute to the joy of children in performing the visual arts; (v) reflect on the role of the adult in teaching and learning action in the work with the visual arts (vi) know the perceptions that children have about art and artists. Performed EEAs have contributed to the child's holistic development, such as the development of imagination, creativity, and a taste for art. We conclude that art must be present in all areas of the three contexts, object of this study, for a better education and educational success of children.
This report was carried out as part of the Master Course in Pre-School Education and Teaching of the 1st cycle of Basic Education, during the Supervised Teaching Practice (PES). It aims to investigate how the visual arts work with children. We chose the theme: Visual Arts in Nursery Education, Kindergarten and 1st Cycle of Basic Education: a reality or a utopia. In the first part of this study we sought to base the concept of art as well as some links to the visual arts. We present the characterization of the three contexts for a better knowledge of the reality and the conditions in which the PES took place. We present the methodological guidelines that guided us in the construction of this report as well as the guiding lines of our educational action in the three contexts. We present and analyze the Teaching and Learning Experiences (EEA) related to the three contexts that best portray our educational action and this theme developed with children. It is at this stage of life that children most work with oral language, using words, sounds and drawings to build what they can communicate. In this work, we define the problem question and the objectives that guided us throughout the report: How can the Visual Arts contribute to the holistic development of the child? (Kindergarten, Pre-primary Education and 1st Cycle of Basic Education). (i) to deepen knowledge about children; (ii) familiarize children with art for their personal and social development; (iii) to stimulate the child to create competences that expresses it to listen, in order to promote future skills, (iv) to contribute to the joy of children in performing the visual arts; (v) reflect on the role of the adult in teaching and learning action in the work with the visual arts (vi) know the perceptions that children have about art and artists. Performed EEAs have contributed to the child's holistic development, such as the development of imagination, creativity, and a taste for art. We conclude that art must be present in all areas of the three contexts, object of this study, for a better education and educational success of children.
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Creche Educação Pré-Escolar 1.º Ciclo do Ensino Básico