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Advisor(s)
Abstract(s)
O presente relatório final de estágio do mestrado em educação pré-escolar e
ensino do 1.º ciclo do ensino básico é composto por duas partes. A primeira consiste
numa reflexão crítica sobre as Práticas de Ensino Supervisionadas (PES)
desenvolvidas no estágio, tanto a nível da Educação Pré-Escolar (PES II) como do 1.º
Ciclo do Ensino Básico (PES III), onde se analisam aspetos pedagógicos e didáticos e
as competências essenciais aos profissionais, para a promoção de um ensino de
qualidade, a partir das práticas realizadas.
A segunda parte deste relatório incide sobre o trabalho de investigação
desenvolvido. A questão abordada reflete acerca do potencial de uma mala
pedagógica concebida para a promoção de situações de exploração da expressão
dramática no âmbito da Educação Pré-Escolar. Este estudo enquadra-se numa
investigação de natureza qualitativa de caráter exploratório. Utilizamos diversos
instrumentos para auxiliar a recolha de dados, nomeadamente, a escala de
envolvimento da criança de Laevers (1994), a grelha de observação da exploração dos
objetos da mala pedagógica e entrevistas semiestruturadas às crianças e à
educadora. A apresentação do estudo inclui enquadramento teórico e os resultados
obtidos, dando-se a conhecer as conclusões. Tais resultados permitem entender que
as sessões de exploração livre da mala pedagógica e dos objetos contribuíram
eficazmente para promover interações entre crianças (sem influência de idade ou
sexo) e desenvolver a criatividade e imaginação das mesmas.
Ao longo deste trabalho é evidenciada a importância da expressão dramática na
Educação Pré-Escolar. Ela coloca, desenvolve e desafia as capacidades de
transformação e de imaginação das crianças mediante diversas situações. As malas
são objetos simbólicos que potenciam oportunidades para essas capacidades se
desenvolverem, criando diversas situações de exploração de jogos dramáticos, num
espaço pedagógico, proporcionando momentos de aprendizagens significativas, bem
como momentos prazerosos.
This final report stage of the master's degree in pre-school and 1st cycle of basic education teaching consists of two parts. The first is a critical reflection on the Supervised Teaching Practice (PES) developed on stage, both in Pre-School Education (PES II) as of the 1st cycle of Basic Education (PES III), which analyze pedagogical aspects and learning and key competences to professionals, to promote quality education, from the activities undertaken. The second part of this report focuses on the developed research work. The issue addressed reflects on the potential of a pedagogical kit designed to promote exploitive situations of dramatic expression in the context of pre-school education. This study is part of a research qualitative exploratory. We use various instruments to assist the collection of data, in particular, the involvement of scale Laevers (1994) child, the grid observation exploitation of objects of pedagogical kit and semi-structured interviews with children and educator. The presentation of the study includes theoretical framework and the results, giving to know the conclusions. These results allow us to understand that the free exploration sessions of pedagogical kit and objects effectively contributed to promoting interactions among children (without influence of age and sex) and develop creativity and imagination of the same. Throughout this work it is shown the importance of drama in pre-school education. It puts, develops and challenges the capacity of transformation and imagination of children through various situations. The bags are symbolic objects that enhance opportunities for these capabilities to develop, creating various situations of exploitation of dramatic games, an educational space, providing moments of meaningful learning, as well as pleasurable moments.
This final report stage of the master's degree in pre-school and 1st cycle of basic education teaching consists of two parts. The first is a critical reflection on the Supervised Teaching Practice (PES) developed on stage, both in Pre-School Education (PES II) as of the 1st cycle of Basic Education (PES III), which analyze pedagogical aspects and learning and key competences to professionals, to promote quality education, from the activities undertaken. The second part of this report focuses on the developed research work. The issue addressed reflects on the potential of a pedagogical kit designed to promote exploitive situations of dramatic expression in the context of pre-school education. This study is part of a research qualitative exploratory. We use various instruments to assist the collection of data, in particular, the involvement of scale Laevers (1994) child, the grid observation exploitation of objects of pedagogical kit and semi-structured interviews with children and educator. The presentation of the study includes theoretical framework and the results, giving to know the conclusions. These results allow us to understand that the free exploration sessions of pedagogical kit and objects effectively contributed to promoting interactions among children (without influence of age and sex) and develop creativity and imagination of the same. Throughout this work it is shown the importance of drama in pre-school education. It puts, develops and challenges the capacity of transformation and imagination of children through various situations. The bags are symbolic objects that enhance opportunities for these capabilities to develop, creating various situations of exploitation of dramatic games, an educational space, providing moments of meaningful learning, as well as pleasurable moments.
Description
Keywords
Educação Pré-Escolar Expressão Dramática Mala Pedagógica Imaginação Criatividade 1.º Ciclo do Ensino Básico Early Childhood Education Dramatic expression Pedagogical suitcase Imagination Creativity Primary education
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu