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Educar para o património: conceções de educadores de infância e de professores do 1.º ciclo do ensino básico
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| 1.65 MB | Adobe PDF |
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Abstract(s)
O presente relatório, foi elaborado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, e tem como objetivos dar a conhecer o trabalho desenvolvido e as aprendizagens adquiridas ao longo dos quatro estágios realizados, ao longo do Mestrado, bem como, apresentar o trabalho investigativo que surgiu desta formação.
O relatório está organizado em dois capítulos. No primeiro capítulo são apresentados os contextos de estágios (creche, jardim de infância e 1.º ciclo do ensino básico) e o trabalho desenvolvido em cada estágio. No segundo capítulo é apresentado o trabalho de pesquisa realizado sobre as conceções de educadores de infância e de professores do 1.º ciclo do ensino básico sobre a educação patrimonial. Este tema surgiu de uma reflexão feita a partir das Orientações Curriculares para a Educação Pré-Escolar, o que me despertou muito interesse para perceber qual o destaque dado ao património cultural na educação pré-escolar e no 1.º ciclo do ensino básico.
Através desta investigação procurei conhecer a opinião de educadores e professores relativamente à relevância dada ao património cultural nas orientações curriculares do Ministério da Educação para a educação pré-escolar e para o 1.º ciclo do ensino básico. Para além disto, procurei conhecer as estratégias e as dificuldades sentidas por educadores e professores quando abordam as questões ligadas ao património cultural com as crianças. A partir deste estudo, foi possível constatar que, uma das estratégias mais utilizadas por professores e educadores para trabalharem as questões ligadas ao património são as visitas de estudo, no entanto, os elevados custos que estas implicam, acaba por ser um entrave tanto para a educação pré-escolar como para o 1.º ciclo do ensino básico. Esta pesquisa evidencia a necessidade de se refletir, a par das visitas de estudo, outras estratégias mais diversificadas para um maior aprofundamento das questões de educação para o património com as crianças.
This report was elaborated in the ambit of the Master ‘s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and aims to make known the work developed and the learning acquired over the four stages carried out during the Master’s Degree, as well as presenting the investigative work that emerged from this training. The report is organized into two chapters. The first chapter presents the contexts of internships (nursery, kindergarten and 1st Cycle of Basic Education) and the work developed in each of them. The second chapter presents the research work carried out on the conceptions of early childhood educators and teachers of the 1st cycle of basic education on heritage education. This theme emerged from a reflection made from the Curriculum Guidelines for Pre-School Education that aroused my interest to understand the emphasis given to cultural heritage in the pre-school education and in the 1st cycle of basic education. Through this investigation I sought to know the opinion of educators and teachers regarding the relevance given to cultural heritage in the Curriculum Guidelines of the Ministry of Education for pre-school education and for the 1st cycle of basic education. In addition to this, I sought to know the strategies and difficulties experienced by educators and teachers when they address issues related to cultural heritage with children. From this study, it was found that one of the most used strategies by teachers and educators to work on issues related to heritage are study visits, however, the high costs that these entails, end up being an obstacle for pre-school education and for 1st cycle of basic education. This research highlights the need to reflect, along with the study visits, other more diversified strategies for further deepening issues for heritage education with children.
This report was elaborated in the ambit of the Master ‘s Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and aims to make known the work developed and the learning acquired over the four stages carried out during the Master’s Degree, as well as presenting the investigative work that emerged from this training. The report is organized into two chapters. The first chapter presents the contexts of internships (nursery, kindergarten and 1st Cycle of Basic Education) and the work developed in each of them. The second chapter presents the research work carried out on the conceptions of early childhood educators and teachers of the 1st cycle of basic education on heritage education. This theme emerged from a reflection made from the Curriculum Guidelines for Pre-School Education that aroused my interest to understand the emphasis given to cultural heritage in the pre-school education and in the 1st cycle of basic education. Through this investigation I sought to know the opinion of educators and teachers regarding the relevance given to cultural heritage in the Curriculum Guidelines of the Ministry of Education for pre-school education and for the 1st cycle of basic education. In addition to this, I sought to know the strategies and difficulties experienced by educators and teachers when they address issues related to cultural heritage with children. From this study, it was found that one of the most used strategies by teachers and educators to work on issues related to heritage are study visits, however, the high costs that these entails, end up being an obstacle for pre-school education and for 1st cycle of basic education. This research highlights the need to reflect, along with the study visits, other more diversified strategies for further deepening issues for heritage education with children.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
património cultural educar para o património educação pré-escolar 1.º ciclo do ensino básico cultural heritage education for heritage pre-school education 1st cycle of basic education