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Abstract(s)
O presente relatório de estágio foi realizado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Começa por focar-se nas experiências vividas na Prática de Ensino Supervisionada, seguindo-se o trabalho de investigação realizado no âmbito da Educação Pré-Escolar, abarcando a temática do brincar e do pensamento algorítmico. O estudo apresentado surgiu a partir do Projeto Algolittle, desenvolvido em parceria internacional. O contributo deste relatório focou-se na utilização de um baralho de cartas com diversas categorias, concebido para promover o desenvolvimento do pensamento algorítmico. Neste sentido, pretendeu-se compreender de que forma o brincar pode estar associado à aprendizagem de competências do pensamento algorítmico. Tratou-se de um estudo com uma vertente qualitativa, tendo sido desenhado como uma investigação sobre as práticas. Assim, desenhou-se e avaliou-se uma intervenção de apoio ao brincar orientado de um grupo de crianças com o baralho de cartas, recolhendo-se dados através da observação participante, de entrevistas informais com as crianças e da análise das suas produções gráficas. Os resultados revelam os conceitos de pensamento algorítmico com as crianças lidaram nas suas atividades com o baralho, permitindo concluir sobre orientações para a utilização relevante do baralho de cartas com crianças em contexto de Educação Pré-Escolar.
This internship report was carried out within the framework of the Master in Early Childhood Education and Teaching of the 1st Cycle of Basic Education. It starts by focusing on the experiences lived in the Practice of Supervised Teaching, followed by the research work carried out in the context of Pre-School Education, covering the theme of playing and algorithmic thinking. The study presented emerged from the Algolittle Project, developed in an international partnership. The contribution of this report focused on the use of a deck of cards with different categories, designed to promote the development of algorithmic thinking. In this sense, it was intended to understand how playing can be associated with learning algorithmic thinking skills. It was a study with a qualitative component, having been designed as an investigation into practices. Thus, an intervention was designed and evaluated to support the guided play of a group of children with the deck of cards, collecting data through participant observation, informal interviews with the children and the analysis of their graphic productions. The results reveal the concepts of algorithmic thinking with the children dealt with in their activities with the deck, allowing to conclude on guidelines for the relevant use of the deck of cards with children in the context of Pre-School Education.
This internship report was carried out within the framework of the Master in Early Childhood Education and Teaching of the 1st Cycle of Basic Education. It starts by focusing on the experiences lived in the Practice of Supervised Teaching, followed by the research work carried out in the context of Pre-School Education, covering the theme of playing and algorithmic thinking. The study presented emerged from the Algolittle Project, developed in an international partnership. The contribution of this report focused on the use of a deck of cards with different categories, designed to promote the development of algorithmic thinking. In this sense, it was intended to understand how playing can be associated with learning algorithmic thinking skills. It was a study with a qualitative component, having been designed as an investigation into practices. Thus, an intervention was designed and evaluated to support the guided play of a group of children with the deck of cards, collecting data through participant observation, informal interviews with the children and the analysis of their graphic productions. The results reveal the concepts of algorithmic thinking with the children dealt with in their activities with the deck, allowing to conclude on guidelines for the relevant use of the deck of cards with children in the context of Pre-School Education.
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Keywords
brincar pensamento algorítmico brincar orientado papel do adulto Educação Pré-Escola play algorithmic thinking guidedto play adult role Early Childhood Education