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Abstract(s)
Este relatório foi elaborado 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 (CEB). O documento retrata detalhadamente a ação educativa realizada em contexto de creche, educação pré-escolar e 1.º ciclo do ensino básico e destaca a importância do espaço exterior como um ambiente de aprendizagem significativa e holística. A escolha do espaço exterior como tema para a investigação pedagógica baseou-se no seu potencial para promover affordances, que são as interações possíveis entre um indivíduo e o ambiente ou objeto e que possibilitam variadas ações, conforme as suas necessidades e interesses. Estamos convictas de que, apesar de a aprendizagem estar muito centrada no espaço interior, a interação com o espaço exterior pode enriquecê-la, complementá-la e incentivá-la. Elegeram-se os seguintes objetivos: i) enriquecer o espaço exterior através da participação das crianças; ii) identificar interações/affordances entre as crianças e o espaço exterior durante o brincar livre; e iii) compreender as potencialidades do espaço exterior para criar oportunidades educativas. A investigação é de caráter qualitativo e utilizaram-se as seguintes técnicas e instrumentos de recolha de dados: observação participante, notas de campo, registos fotográficos e grelhas de observação. As observações foram realizadas durante os momentos de brincar livremente nos espaços exteriores dos contextos educativos. Os dados indicam que o espaço exterior é um recurso valioso para a educação, proporcionando diversas oportunidades pedagógicas. Além de permitir a exploração do ambiente natural, enriquece a aprendizagem com atividades dinâmicas, estimulantes e envolventes, tornando o processo de ensino-aprendizagem mais motivador e significativo. Entre as diversas interações possíveis, a “corrida” foi a affordance mais percetível, tanto nas crianças da educação pré-escolar como nas do 1.º ciclo, evidenciando-se como a atividade mais naturalmente incentivada pelo espaço exterior.
This report was drawn up as part of the Supervised Teaching Practice curricular unit, which is part of the master’s degree in pre-school education and teaching of the 1st Cycle of Basic Education (CEB). The document describes in detail the educational action carried out in the context of nursery, pre-school and elementary school education and highlights the importance of the outdoors as a meaningful and holistic learning environment. The choice of the outdoor space as a subject for pedagogical research was based on its potential to promote affordances, which are the possible interactions between an individual and the environment or object and which enable a variety of actions, depending on their needs and interests. We are convinced that although learning is very much centered on the interior space, interaction with the exterior space can enrich, complement and encourage it. The following objectives were chosen: i) enriching the outdoor space through children's participation; ii) identifying interactions/afffordances between children and the outdoor space during free play; and iii) understanding the potential of the outdoor space to create educational opportunities. The research is qualitative in nature and the following data collection techniques and instruments were used: participant observation, field notes, photographic records and observation grids. The observations were made during moments of free play in the outdoor spaces of the educational contexts. The data indicates that the outdoors is a valuable resource for education, providing various pedagogical opportunities. As well as allowing exploration of the natural environment, it enriches learning with dynamic, stimulating and engaging activities, making the teaching-learning process more motivating and meaningful. Among the various possible interactions, “running” was the most noticeable affordance for both pre-school and primary school children and was the activity most naturally encouraged by the outdoor space.
This report was drawn up as part of the Supervised Teaching Practice curricular unit, which is part of the master’s degree in pre-school education and teaching of the 1st Cycle of Basic Education (CEB). The document describes in detail the educational action carried out in the context of nursery, pre-school and elementary school education and highlights the importance of the outdoors as a meaningful and holistic learning environment. The choice of the outdoor space as a subject for pedagogical research was based on its potential to promote affordances, which are the possible interactions between an individual and the environment or object and which enable a variety of actions, depending on their needs and interests. We are convinced that although learning is very much centered on the interior space, interaction with the exterior space can enrich, complement and encourage it. The following objectives were chosen: i) enriching the outdoor space through children's participation; ii) identifying interactions/afffordances between children and the outdoor space during free play; and iii) understanding the potential of the outdoor space to create educational opportunities. The research is qualitative in nature and the following data collection techniques and instruments were used: participant observation, field notes, photographic records and observation grids. The observations were made during moments of free play in the outdoor spaces of the educational contexts. The data indicates that the outdoors is a valuable resource for education, providing various pedagogical opportunities. As well as allowing exploration of the natural environment, it enriches learning with dynamic, stimulating and engaging activities, making the teaching-learning process more motivating and meaningful. Among the various possible interactions, “running” was the most noticeable affordance for both pre-school and primary school children and was the activity most naturally encouraged by the outdoor space.
Description
Keywords
Espaço exterior Affordances Prática de ensino supervisionada Creche Educação pré-escolar e 1.º ciclo do ensino básico