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Abstract(s)
O presente Relatório Final de Estágio foi desenvolvido no âmbito do curso de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico para a obtenção do grau de Mestre. Este trabalho está dividido em duas partes fundamentais, mais propriamente uma reflexão crítica sobre as práticas desenvolvidas em contexto de estágio e ainda uma investigação que tem como título “As canções infantis como um recurso didático para o desenvolvimento de ideias matemáticas na Educação PréEscolar”. No que diz respeito à reflexão crítica sobre as práticas, pode referir-se que foi feita uma análise sobre as experiências vividas em contexto de estágio em Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico, tendo em consideração os Padrões de Desempenho Docente. O trabalho de investigação realizado teve como objetivo averiguar as conceções e práticas dos educadores de infância relativamente ao potencial didático das canções infantis na aprendizagem da Matemática, pois através da pesquisa bibliográfica foi possível averiguarmos uma forte conexão entre estas duas áreas e sabemos que na aprendizagem e desenvolvimento das crianças as várias áreas do saber estão fortemente articuladas. Desta forma, foram feitas entrevistas semiestruturadas a alguns educadores de infância, de modo a compreendermos se essa mesma articulação era feita e de que forma. As informações obtidas com esta investigação permitiram-nos conhecer a perspetiva dos educadores de infância relativamente às canções infantis como sendo um recurso didático para o desenvolvimento de ideias matemáticas. Conseguimos concluir que os educadores utilizam frequentemente as canções para a aprendizagem da Matemática.
This Final Internship Report was developed within the scope of the master’s course in Pre-School Education and Teaching of the 1st Cycle of Basic Education to obtain a master’s degree. This work is divided into two fundamental parts, more specifically a critical reflection on the practices developed in the internship context and an investigation entitled “Children’s songs as a didactic resource for the development of mathematical ideas in Preschool Education”. With regard to critical reflection on practices, it can be mentioned that an analysis was carried out on the experiences lived in the context of internship in Pre-School Education and in the 1st Cycle of Basic Education, taking into account the Performance Standards Teacher. The research work carried out aimed to investigate the conceptions and practices of kindergarten teachers regarding the didactic potential of children’s songs in the learning of Mathematics, because through the bibliographic research it was possible to verify a strong connection between these two areas and we know that in the learning and development of children the various areas of knowledge are strongly articulated. In this way, semi-structured interviews were carried out with some kindergarten teachers, un order to understand if this same articulation was made and in what way. The information obtained from this investigation allowed us to know the perspective of kindergarten teachers regarding children’s songs as didactic resource for the development of mathematical ideas, we were able to conclude that educators often use songs for learning Mathematics.
This Final Internship Report was developed within the scope of the master’s course in Pre-School Education and Teaching of the 1st Cycle of Basic Education to obtain a master’s degree. This work is divided into two fundamental parts, more specifically a critical reflection on the practices developed in the internship context and an investigation entitled “Children’s songs as a didactic resource for the development of mathematical ideas in Preschool Education”. With regard to critical reflection on practices, it can be mentioned that an analysis was carried out on the experiences lived in the context of internship in Pre-School Education and in the 1st Cycle of Basic Education, taking into account the Performance Standards Teacher. The research work carried out aimed to investigate the conceptions and practices of kindergarten teachers regarding the didactic potential of children’s songs in the learning of Mathematics, because through the bibliographic research it was possible to verify a strong connection between these two areas and we know that in the learning and development of children the various areas of knowledge are strongly articulated. In this way, semi-structured interviews were carried out with some kindergarten teachers, un order to understand if this same articulation was made and in what way. The information obtained from this investigation allowed us to know the perspective of kindergarten teachers regarding children’s songs as didactic resource for the development of mathematical ideas, we were able to conclude that educators often use songs for learning Mathematics.
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Keywords
Canções infantis Música Matemática Educação-Pré-Escolar Children´s songs Music Mathematics Pre-School Education