Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada, integrada no curso de Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação, do Instituto Politécnico de Bragança. O principal objetivo deste relatório consiste em apresentar as experiências de ensino aprendizagem, consideradas por nós, como sendo as mais relevantes em relação ao trabalho desenvolvido com as crianças ao longo da Prática de Ensino Supervisionada, nos três contextos educativos: Creche, Educação Pré-escolar e 1.º Ciclo do Ensino Básico, cuja ação educativa decorreu respetivamente numa Instituição Particular de Solidariedade Social e num Centro Escolar. Para a realização desta investigação desenvolvemos experiências de ensino-aprendizagem que nos permitissem dar resposta à seguinte questão problema: De que forma os diferentes suportes de jogo (analógico/digital) motivam as crianças para o processo de ensino-aprendizagem? Por forma a dar resposta a esta questão delineámos os seguintes objetivos: i) Perceber se o tipo de suporte em que as crianças jogam influencia a sua motivação; ii) Desenvolver atividades nos contextos, com recurso ao jogo (analógico e digital); iii) Compreender, em que medida, a realização de jogos favorece o desenvolvimento de competências múltiplas. A apresentação das experiências de ensino/aprendizagem presentes neste relatório manifestam-se num processo descritivo, interpretativo e reflexivo, enquadrado numa abordagem qualitativa onde, para a recolha de dados, recorremos à observação participante, grelhas de registo de observação, notas de campo, registos fotográficos e entrevista às crianças.
Após a análise dos dados, estes parecem apontar, entre outros aspetos, para uma notável melhoria na motivação das crianças, tornando-se o jogo uma excelente estratégia de ensino/aprendizagem, que permite o desenvolvimento de competências sociais e comunicacionais das crianças, predispondo a criança para as aprendizagens. No que diz respeito ao tipo de suporte do jogo, verificamos que, apesar de o digital ser mais apelativo para as crianças, nomeadamente por vivermos numa época digitalizada, em que as crianças nascem com telemóveis/tablets nas suas mãos, tanto o suporte analógico, como digital, quando devidamente integrados na ação educativa, são igualmente promotores de aprendizagens significativas e duradouras.
This report was carried out within the scope of the Curricular Unit of Supervised Teaching Practice, integrated in the Master's Degree Program in Pre-school Education and Teaching of the 1st Cycle of Basic Education, the School of Education, the Polytechnic Institute of Bragança. The main objective of this report is to present the experiences of teaching learning, considered by us, to be the most relevant in relation to the work developed with the children along the Supervised Teaching Practice, in the three educational contexts: Kindergarten, Preschool Education and 1. The Basic Education Cycle, whose educational action took place respectively in a Private Institution of Social Solidarity and in a School Center. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following problem question: How do the different game supports (analog / digital) motivate children to the teaching-learning process? In order to answer this question, we outlined the following objectives: i) To understand if the type of support in which children play influences their motivation; ii) Develop activities in the contexts, using the game (analog and digital); (iii) To understand, to what extent, playing games encourages the development of multiple skills. The presentation of the teaching / learning experiences present in this report is manifested in a descriptive, interpretive and reflective process, framed in a qualitative approach where, for the collection of data, we used participant observation, observation recording grids, field notes, photographic registers and a children´s interview. After analyzing the data, these seem to point, among other aspects, to a remarkable improvement in children's motivation, making the game an excellent teaching / learning strategy, which allows the development of children's social and communication skills, predisposing to for learning. Regarding the type of game support, we find that although digital is more appealing to children, especially because we live in a digitized age, where children are born with mobile phones / tablets in their hands, both analogue supports, as digital, when properly integrated into the educational action, are also promoters of meaningful and lasting learning.
This report was carried out within the scope of the Curricular Unit of Supervised Teaching Practice, integrated in the Master's Degree Program in Pre-school Education and Teaching of the 1st Cycle of Basic Education, the School of Education, the Polytechnic Institute of Bragança. The main objective of this report is to present the experiences of teaching learning, considered by us, to be the most relevant in relation to the work developed with the children along the Supervised Teaching Practice, in the three educational contexts: Kindergarten, Preschool Education and 1. The Basic Education Cycle, whose educational action took place respectively in a Private Institution of Social Solidarity and in a School Center. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following problem question: How do the different game supports (analog / digital) motivate children to the teaching-learning process? In order to answer this question, we outlined the following objectives: i) To understand if the type of support in which children play influences their motivation; ii) Develop activities in the contexts, using the game (analog and digital); (iii) To understand, to what extent, playing games encourages the development of multiple skills. The presentation of the teaching / learning experiences present in this report is manifested in a descriptive, interpretive and reflective process, framed in a qualitative approach where, for the collection of data, we used participant observation, observation recording grids, field notes, photographic registers and a children´s interview. After analyzing the data, these seem to point, among other aspects, to a remarkable improvement in children's motivation, making the game an excellent teaching / learning strategy, which allows the development of children's social and communication skills, predisposing to for learning. Regarding the type of game support, we find that although digital is more appealing to children, especially because we live in a digitized age, where children are born with mobile phones / tablets in their hands, both analogue supports, as digital, when properly integrated into the educational action, are also promoters of meaningful and lasting learning.
Description
Keywords
Educação Pré-escolar Ensino do 1º. Ciclo do Ensino Básico Jogo como estratégia de ensino-aprendizagem Jogo analógico Jogo digital Motivação