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Intervenção e investigação em Educação Pré-Escolar e 1.º CEB: proposta de articulação entre Robótica Educativa e Educação Ambiental
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Com o propósito da obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico realizou-se este relatório, intitulado: “Intervenção e investigação em Educação Pré-Escolar e 1.º CEB: proposta de articulação entre Robótica Educativa e Educação Ambiental”. O estudo teve como principal objetivo compreender o papel do brincar e a utilização da robótica educativa nos processos de aprendizagem e desenvolvimento das crianças em idade Pré-Escolar, concretamente numa sala de um Jardim de Infância de Viseu. Com base num referencial teórico e através da observação, análise interpretação e reflexão, procurou-se compreender o brincar e a aplicação da robótica em contextos de Educação Pré-Escolar (EPE). Verificou-se que, embora o brincar proporcione experiências significativas, a sua utilização nem sempre é prática corrente, sendo muitas vezes percebido apenas como entretenimento, sem intencionalidade pedagógica. No entanto, quando integrado com as Tecnologias de Informação e Comunicação (TIC), nomeadamente a robótica, o brinca revela-se um recurso pedagógico de grande potencial, capaz de enriquecer as experiências de aprendizagem e favorecer o desenvolvimento das crianças.
For the purpose of obtaining a Master's degree in Preschool Education and Teaching in the First Cycle of Basic Education, this report was prepared, entitled: “Intervention and research in Playing in Preschool and Primary Education: A proposal for articulating Educational Robotics and Environmental Education”. The main objective of the study was to understand the role of play in the learning and developmental processes of preschool-aged children, specifically in a class at a kindergarten in Viseu. Based on a theoretical framework and through observation, analysis, interpretation, and reflection, the study aimed to understand play and the application of robotics in preschool education (PE) contexts. It was found that, although play provides meaningful experiences, its use is not always common practice, often being seen merely as entertainment without pedagogical intent. However, when integrated with Information and Communication Technologies (ICT), particularly robotics, play proves to be a pedagogical resource of great potential, capable of enriching learning experiences and promoting children's development.
For the purpose of obtaining a Master's degree in Preschool Education and Teaching in the First Cycle of Basic Education, this report was prepared, entitled: “Intervention and research in Playing in Preschool and Primary Education: A proposal for articulating Educational Robotics and Environmental Education”. The main objective of the study was to understand the role of play in the learning and developmental processes of preschool-aged children, specifically in a class at a kindergarten in Viseu. Based on a theoretical framework and through observation, analysis, interpretation, and reflection, the study aimed to understand play and the application of robotics in preschool education (PE) contexts. It was found that, although play provides meaningful experiences, its use is not always common practice, often being seen merely as entertainment without pedagogical intent. However, when integrated with Information and Communication Technologies (ICT), particularly robotics, play proves to be a pedagogical resource of great potential, capable of enriching learning experiences and promoting children's development.
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crianças espaço exterior brincar natureza TIC robótica educativa children outdoor space play nature ICT robotics