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Advisor(s)
Abstract(s)
O presente relatório insere-se na unidade curricular de Prática de Ensino Supervisionada (PES) do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico e visa aprofundar a reflexão acerca da ação educativa que desenvolvemos com um grupo de 19 crianças de 3, 4 e 5 anos de idade, em contexto de Educação Pré-Escolar (EPE) e numa turma de 20 crianças com 8 anos de idade em contexto do 1º Ciclo do Ensino Básico (1ºCEB). Reconhecendo a importância da Expressão Dramática (ED) no desenvolvimento das crianças, entendemos ser pertinente aprofundar a reflexão sobre a sua utilização nos dois contextos educativos e as estratégias a promover para que a sua utilização se torne potencialmente facilitadora de aprendizagens e desenvolvimento das crianças. Desta forma, foi nossa intenção averiguar de que forma a ED pode ser utilizada em ambos os contextos como estratégia de aprendizagem. O trabalho teve como suporte metodológico uma abordagem qualitativa, sendo esta a linha orientadora através do qual se procurou desenvolver uma ação educativa sustentada nos interesses das crianças, envolvendo-as em processos de observação e reflexão bem como a valorização da Expressão Dramática como forma de interligação com as restantes áreas. Neste sentido, procedemos à caracterização do ambiente educativo, à revisão da literatura sobre estas dimensões e à descrição e análise de um conjunto de seis experiências de ensino-aprendizagem em que nos envolvemos, nomeadamente três correspondentes ao contexto de Educação Pré-Escolar e três em contexto de 1º CEB.
Os dados decorrentes do quadro teórico e da ação educativa desenvolvida permitem relevar a importância da Expressão Dramática como uma estratégia de ensino aprendizagem para ajudar as crianças a aprenderem e a desenvolverem-se, podendo constituir uma mais-valia ao nível do enriquecimento das atividades e da concretização dos objetivos e metas de aprendizagem previstos para estas etapas.
This report is part of the course of Supervised Teaching Practice (PES) of the Master's degree in Pre-School Education and the 1st Cycle of Basic Education and aims to reflect about the educational activities we have developed with a group of 19 children with 3, 4 and 5 years old, in the context of Pre-School Education (EPE) and a class of 20 children with 8 years old in the context of the 1st Cycle of Basic Education (1º CEB). Recognizing the importance of Dramatic Expression (ED) on children's development, we believe it is relevant to improve the reflection about how it is used in both educational contexts and also the strategies, so that this utilization becomes an eventual facilitator of learning and development of children. So, it was our intention to ascertain how the ED can be used in both contexts as a learning strategy. The work was supported methodologically by approach qualitative, being this the guideline by which we seek to develop an educational action sustained in the interests of children, involving them in observation and reflection processes as well the valorization of Dramatic Expression as a way of linking to other areas. In this sense, we proceeded to the characterization of the educational environment, the literature review about these dimensions and the description and analysis of a set of six teaching-learning experiences in which we were involved, including three corresponding to the context of pre-school education and three in context of the first CEB. The data arising from the theoretical framework and developed educational action allow us to reveal the importance of Dramatic Expression as a teaching and learning strategy to help children to learn and to develop themselves, and can become an added value at the level of enriching the activities and the achievement of objectives and learning goals set for these steps.
This report is part of the course of Supervised Teaching Practice (PES) of the Master's degree in Pre-School Education and the 1st Cycle of Basic Education and aims to reflect about the educational activities we have developed with a group of 19 children with 3, 4 and 5 years old, in the context of Pre-School Education (EPE) and a class of 20 children with 8 years old in the context of the 1st Cycle of Basic Education (1º CEB). Recognizing the importance of Dramatic Expression (ED) on children's development, we believe it is relevant to improve the reflection about how it is used in both educational contexts and also the strategies, so that this utilization becomes an eventual facilitator of learning and development of children. So, it was our intention to ascertain how the ED can be used in both contexts as a learning strategy. The work was supported methodologically by approach qualitative, being this the guideline by which we seek to develop an educational action sustained in the interests of children, involving them in observation and reflection processes as well the valorization of Dramatic Expression as a way of linking to other areas. In this sense, we proceeded to the characterization of the educational environment, the literature review about these dimensions and the description and analysis of a set of six teaching-learning experiences in which we were involved, including three corresponding to the context of pre-school education and three in context of the first CEB. The data arising from the theoretical framework and developed educational action allow us to reveal the importance of Dramatic Expression as a teaching and learning strategy to help children to learn and to develop themselves, and can become an added value at the level of enriching the activities and the achievement of objectives and learning goals set for these steps.
Description
Keywords
Educação pré-escolar Ensino do 1º CEB Expressão dramática Estratégias de aprendizagem Prática educativa