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Práticas de Ensino Supervisionadas em Educação Pré-Escolar e 1.º Ciclo do Ensino Básico ¿ Cozinha de Lama como estratégia para potenciar o Brincar e a Educação Ambiental
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O presente relatório de estágio foi realizado no âmbito do Mestrado em Educação PréEscolar e Ensino do 1.º Ciclo do Ensino Básico. Começa por apresentar as experiências vivenciadas e as aprendizagens realizadas na Prática de Ensino Supervisionada, seguindo-se o trabalho de investigação efetuado no âmbito da Educação Pré-Escolar. Investigou-se a cozinha de lama como estratégia para potenciar o Brincar e a Educação Ambiental na Educação Pré-Escolar com a finalidade de compreender de que forma o espaço exterior pode ser ressignificado e fomentado enquanto ambiente educativo, com recurso a novos recursos pedagógicos. Trata-se de um estudo qualitativo, com recurso a vários instrumentos de recolha de dados: registos diários da utilização do espaço exterior, questionários aos pais/encarregados de educação, entrevistas semiestruturadas com as crianças e observação participante, antes e após a intervenção. A análise e tratamento dos dados seguiram a metodologia de análise de conteúdo. Os resultados mostraram que a intervenção pedagógica cozinha de lama teve um impacto positivo na Educação Pré-Escolar, traduzindo-se num aumento significativo na diversidade e riqueza das experiências do brincar, no envolvimento das crianças com a natureza e na promoção da consciência ambiental. Esta transformação do espaço exterior gerou ainda um reforço nas interações sociais, na criatividade e na autonomia das crianças, sendo reconhecida também pelos pais como promotora do desenvolvimento global e de atitudes ambientalmente responsáveis. Conclui-se que a cozinha de lama constituiu uma estratégia pedagógica eficaz e significativa, podendo a sua implementação ser relevante noutras instituições de Educação Pré-Escolar.
This internship report was carried out within the scope of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education. It begins by presenting the experiences gained during the Supervised Teaching Practice, followed by the research work carried out in the field of Preschool Education, under the theme Outdoor Space in Preschool Education: the Mud Kitchen as a Strategy to Enhance Play and Environmental Education. The aim is to understand how the outdoor space can be redefined and promoted as an educational environment, through the use of new pedagogical resources. This is a qualitative study, using various data collection tools: daily records of the use of the outdoor space, questionnaires to parents/guardians, semi-structured interviews with children, and participant observation, before and after the intervention. Data analysis and processing followed the content analysis methodology. The results showed that the pedagogical intervention Mud Kitchen had a significantly positive impact on Preschool Education, resulting in a substantial increase in the diversity and richness of play experiences, in children's engagement with nature, and in the promotion of environmental awareness. This transformation of the outdoor space also led to enhanced social interactions, creativity, and children's autonomy, and was also recognized by parents as promoting overall development and environmentally responsible attitudes. It is concluded that the Mud Kitchen was an effective and meaningful pedagogical strategy, and its implementation may be relevant in other Preschool Education institutions.
This internship report was carried out within the scope of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education. It begins by presenting the experiences gained during the Supervised Teaching Practice, followed by the research work carried out in the field of Preschool Education, under the theme Outdoor Space in Preschool Education: the Mud Kitchen as a Strategy to Enhance Play and Environmental Education. The aim is to understand how the outdoor space can be redefined and promoted as an educational environment, through the use of new pedagogical resources. This is a qualitative study, using various data collection tools: daily records of the use of the outdoor space, questionnaires to parents/guardians, semi-structured interviews with children, and participant observation, before and after the intervention. Data analysis and processing followed the content analysis methodology. The results showed that the pedagogical intervention Mud Kitchen had a significantly positive impact on Preschool Education, resulting in a substantial increase in the diversity and richness of play experiences, in children's engagement with nature, and in the promotion of environmental awareness. This transformation of the outdoor space also led to enhanced social interactions, creativity, and children's autonomy, and was also recognized by parents as promoting overall development and environmentally responsible attitudes. It is concluded that the Mud Kitchen was an effective and meaningful pedagogical strategy, and its implementation may be relevant in other Preschool Education institutions.
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Brincar Cozinha de Lama Educação Ambiental Educação Pré-Escolar Play Mud Kitchen Environmental Education Early Childhood Education