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O Início do Fim da Criatividade: Impedimentos ao Desenvolvimento da Criatividade nas Crianças
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O presente Relatório Final de Estágio estrutura-se em duas partes complementares. A Parte I consiste numa reflexão crítica sobre as práticas letivas desenvolvidas no âmbito da Prática de Ensino Supervisionada, no contexto da prática profissional nas disciplinas de Educação Visual e de Educação Tecnológica no 2.º Ciclo do Ensino Básico. A partir da análise dos registos e evidências pedagógicas reunidas ao longo dos semestres, procura-se refletir sobre as competências construídas e os desafios vivenciados em ambiente de sala de aula, destacando o papel do professor enquanto facilitador de aprendizagens significativas. A Parte II apresenta o estudo teórico-prático que sustenta este projeto de investigação, centrado no significado e no desenvolvimento da criatividade nas crianças, nos constrangimentos que emergem ao longo do seu crescimento e na proposta de criação de um ateliê artístico nos espaços educativos. Trata-se de uma investigação mista, de carácter descritivo e exploratório, que pretende compreender de que forma a criatividade é valorizada pelos professores e como a intencionalidade pedagógica e o ambiente físico podem articular-se para promover experiências mais criativas e centradas no aluno. A partir dos objetivos definidos e utilizando instrumentos de recolha de dados, o estudo permitiu concluir que a criatividade é reconhecida pelos docentes como um elemento essencial para o desenvolvimento integral das crianças. Contudo, persistem condicionantes que interferem nesse processo. A implementação de um ateliê artístico revelou-se uma mais-valia para o reforço do envolvimento dos alunos, estimulando a criatividade e uma aprendizagem mais ativa, autónoma e reflexiva. A investigação reforça, assim, a relevância do professor e do espaço educativo enquanto agentes ativos do processo de ensino-aprendizagem.
This Final Internship Report is structured in two complementary parts. Part I consists of a critical reflection on the teaching practices developed within the scope of Supervised Teaching Practice, in the context of professional practice in the subjects of Visual Education and Technological Education in the 2nd Cycle of Basic Education. Based on the analysis of the records and pedagogical evidence gathered throughout the semesters, it seeks to reflect on the skills developed and the challenges experienced in the classroom environment, highlighting the role of the teacher as a facilitator of meaningful learning. Part II presents the theoretical-practical study that underpins this research project, focusing on the meaning and development of creativity in children, the constraints that emerge as they grow, and the proposal to create an art studio in educational spaces. This is a mixed, descriptive, and exploratory research study that aims to understand how creativity is valued by teachers and how pedagogical intentionality and the physical environment can be combined to promote more creative and student-centered experiences. Based on the defined objectives and using data collection tools, the study concluded that creativity is recognized by teachers as an essential element for the integral development of children. However, there are still constraints that interfere with this process. The implementation of an art workshop proved to be an asset in strengthening student engagement, stimulating creativity and more active, autonomous, and reflective learning. The research thus reinforces the relevance of teachers and educational spaces as active agents in the teaching-learning process.
This Final Internship Report is structured in two complementary parts. Part I consists of a critical reflection on the teaching practices developed within the scope of Supervised Teaching Practice, in the context of professional practice in the subjects of Visual Education and Technological Education in the 2nd Cycle of Basic Education. Based on the analysis of the records and pedagogical evidence gathered throughout the semesters, it seeks to reflect on the skills developed and the challenges experienced in the classroom environment, highlighting the role of the teacher as a facilitator of meaningful learning. Part II presents the theoretical-practical study that underpins this research project, focusing on the meaning and development of creativity in children, the constraints that emerge as they grow, and the proposal to create an art studio in educational spaces. This is a mixed, descriptive, and exploratory research study that aims to understand how creativity is valued by teachers and how pedagogical intentionality and the physical environment can be combined to promote more creative and student-centered experiences. Based on the defined objectives and using data collection tools, the study concluded that creativity is recognized by teachers as an essential element for the integral development of children. However, there are still constraints that interfere with this process. The implementation of an art workshop proved to be an asset in strengthening student engagement, stimulating creativity and more active, autonomous, and reflective learning. The research thus reinforces the relevance of teachers and educational spaces as active agents in the teaching-learning process.
Descrição
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Impedimentos para a Criatividade Crianças Ateliê Artístico Educação Visual Educação Tecnológica Creativity Children Artistic Studio Visual Education Technological Education
Contexto Educativo
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Licença CC
Sem licença CC