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A dimensão física do ambiente educativo como promotor de aprendizagem de crianças/alunos: Perceções de Educadores de Infância e Professores do 1.º Ciclo do Ensino Básico
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O ambiente educativo, na sua dimensão física, desempenha um papel determinante no processo de ensino e aprendizagem, influenciando o bem-estar das crianças/alunos, as dinâmicas pedagógicas e as interações que nele se estabelecem. A organização do espaço, a acessibilidade dos materiais e a intencionalidade pedagógica da sua disposição assumem-se como fatores essenciais para a promoção de aprendizagens significativas e do desenvolvimento integral. Neste contexto, o presente estudo teve como objetivo conhecer as perceções dos Educadores de Infância e dos Professores do 1.º Ciclo do Ensino Básico sobre a influência da organização do espaço físico na qualidade educativa e no envolvimento ativo das crianças/alunos no processo de aprendizagem. Adotou-se uma metodologia qualitativa, de natureza descritiva e interpretativa, recorrendo-se à entrevista semiestruturada como instrumento de recolha de dados. Participaram no estudo oito Educadores de Infância e oito Professores do 1.º CEB, tendo os dados sido tratados através de análise de conteúdo. Os resultados evidenciam diferenças significativas nas perceções dos dois grupos profissionais relativamente ao papel do espaço físico enquanto elemento pedagógico. Os Educadores de Infância concebem o espaço como um “terceiro educador”, valorizando uma abordagem flexível, intencional e centrada na criança, promotora da autonomia, do bem-estar e da aprendizagem ativa. Por sua vez, os Professores do 1.º CEB tendem a adotar uma visão mais funcional do espaço, condicionada por fatores estruturais e curriculares, embora reconheçam o seu potencial para favorecer a concentração, a cooperação e o comportamento dos alunos. Apesar das diferenças identificadas, ambos os grupos reconhecem o impacto do ambiente físico na qualidade das interações e das aprendizagens, salientando a necessidade de promover uma maior continuidade pedagógica entre os contextos educativos.
The physical dimension of the educational environment plays a crucial role in the effective development of the teaching and learning process, influencing children's and students' well-being, as well as the pedagogical and relational dynamics that unfold within it. The organization of space, accessibility of materials, and intentional arrangement are key factors in fostering meaningful learning experiences and holistic development. In this context, the objective was to explore the perceptions of Early Childhood Educators and Primary School Teachers regarding how the physical space contributes to educational quality and student engagement in the learning process. This was achieved through a qualitative, descriptive, and interpretative study. Data were collected through semi-structured interviews, followed by a content analysis of the participants' responses. The sample consisted of eight Early Childhood Educators and eight Primary School Teachers. The analysis of the interviews revealed differences in the perceptions of the two professional groups concerning the physical environment as a pedagogical tool. Early Childhood Educators viewed space as a “third educator,” fostering autonomy, well-being, and meaningful learning through a flexible and child-centered approach. In contrast, Primary School Teachers tended to adopt a more functional perspective, influenced by structural and curricular constraints, although they acknowledged the environment’s potential to enhance concentration and cooperation. Both groups recognized the impact of physical space on interactions and learning, highlighting the need for strategies that support greater pedagogical continuity across educational settings.
The physical dimension of the educational environment plays a crucial role in the effective development of the teaching and learning process, influencing children's and students' well-being, as well as the pedagogical and relational dynamics that unfold within it. The organization of space, accessibility of materials, and intentional arrangement are key factors in fostering meaningful learning experiences and holistic development. In this context, the objective was to explore the perceptions of Early Childhood Educators and Primary School Teachers regarding how the physical space contributes to educational quality and student engagement in the learning process. This was achieved through a qualitative, descriptive, and interpretative study. Data were collected through semi-structured interviews, followed by a content analysis of the participants' responses. The sample consisted of eight Early Childhood Educators and eight Primary School Teachers. The analysis of the interviews revealed differences in the perceptions of the two professional groups concerning the physical environment as a pedagogical tool. Early Childhood Educators viewed space as a “third educator,” fostering autonomy, well-being, and meaningful learning through a flexible and child-centered approach. In contrast, Primary School Teachers tended to adopt a more functional perspective, influenced by structural and curricular constraints, although they acknowledged the environment’s potential to enhance concentration and cooperation. Both groups recognized the impact of physical space on interactions and learning, highlighting the need for strategies that support greater pedagogical continuity across educational settings.
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Ambiente educativo espaço físico Educação Pré-Escolar 1.º Ciclo do Ensino Básico perceções pedagógicas aprendizagem ativa Educational environment physical space early childhood education