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| 2.98 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O relatório que aqui se apresenta dá conta de um estudo de natureza qualitativa, que se desenvolveu em torno da temática relevância do faz-de-conta e do brincar na Educação Pré-Escolar no contexto da Prática de Ensino Supervisionada. Foi realizado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Apresenta a apreciação crítica dos estágios desenvolvidos e o estudo realizado. Este trabalho teve como foco de investigação analisar a relevância do brincar, enquanto ferramenta essencial para o desenvolvimento integral e construção de conhecimento de crianças em idade pré-escolar. A abordagem escolhida articula a perceção e importância que educadoras de infância dão a essa prática no quotidiano pedagógico, com destaque para o espaço exterior. A entrevista com profissionais da área de Educação Pré-Escolar foi articulada com a análise de observação da própria prática pedagógica em sala de Educação Pré-Escolar, sistematizada com apoio da Escala de Envolvimento da Criança. Os resultados revelaram que as educadoras acreditam nos benefícios do brincar, mas apenas o tempo destinado à brincadeira livre ou estruturada na sua planificação varia, assim como a relação de predominância entre o brincar e as atividades dirigidas.
The report that is presented here gives an account of a qualitative study, which was developed around the relevance of make-believe and play in Pre-School Education in the context of Supervised Teaching Practice. It was carried out within the scope of the Master in Preschool Education and Teaching of the 1st Cycle of Basic Education. It presents the critical appreciation of the internships developed and the study carried out. This work focused on analyzing the relevance of play as an essential tool for the integral development and construction of knowledge of preschool children. The chosen approach articulates the perception and importance that kindergarten teachers give to this practice in the pedagogical daily life, with emphasis on the outdoor space. The interview with preschool professionals was articulated with the observation analysis of their own pedagogical practice in the preschool classroom, systematized with the support of the Child Involvement Scale. The results revealed that educators believe in the benefits of play, but only the time allocated to free or structured play in their planning varies, as well as the predominance relationship between play and directed activities.
The report that is presented here gives an account of a qualitative study, which was developed around the relevance of make-believe and play in Pre-School Education in the context of Supervised Teaching Practice. It was carried out within the scope of the Master in Preschool Education and Teaching of the 1st Cycle of Basic Education. It presents the critical appreciation of the internships developed and the study carried out. This work focused on analyzing the relevance of play as an essential tool for the integral development and construction of knowledge of preschool children. The chosen approach articulates the perception and importance that kindergarten teachers give to this practice in the pedagogical daily life, with emphasis on the outdoor space. The interview with preschool professionals was articulated with the observation analysis of their own pedagogical practice in the preschool classroom, systematized with the support of the Child Involvement Scale. The results revealed that educators believe in the benefits of play, but only the time allocated to free or structured play in their planning varies, as well as the predominance relationship between play and directed activities.
Description
Keywords
Brincar jogar desenvolvimento aprendizagem criatividade Educação Pré-Escolar Play playfulness development learning creativity Preschool Education