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A organização do espaço educativo e a participação das crianças em contexto de educação de infância e 1.º ciclo do ensino básico
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O presente relatório, desenvolvido no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico da Escola Superior de Educação de Santarém, apresenta uma análise crítica da Prática de Ensino Supervisionada em contexto de Creche, Jardim de Infância e de 1.º Ciclo, articulada com um estudo investigativo sobre a influência do ambiente educativo, nomeadamente o espaço físico, na participação das crianças. O estudo contou com a participação de 25 crianças do Pré-Escolar, 21 crianças do 1.º Ciclo do Ensino Básico, uma educadora de infância e uma professora do 1.º CEB. O exercício investigativo, de natureza qualitativa, integrou observações sistemáticas da participação dos alunos, grelhas de análise do ambiente educativo e entrevistas semiestruturadas a docentes, com o objetivo de compreender de que forma a organização do espaço condiciona, potencia ou limita a participação infantil nos diferentes contextos educativos mencionados. Os resultados evidenciaram que ambientes flexíveis e organizados em áreas funcionais promovem maior iniciativa e envolvimento dos alunos, enquanto espaços pouco diversificados tendem a restringir oportunidades de participação. Verificou-se ainda que a forma como os docentes integram a dimensão espacial na planificação e na rotina diária constitui um fator decisivo para a qualidade das interações e das aprendizagens.
This report was developed within the context of the Master’s degree in Preschool Education and Teaching of the First Cycle of Basic Education at the Escola Superior de Educação de Santarém. It presents a critical analysis of the practice of supervised teaching in the contexts of daycare centers, kindergartens, and the first cycle of basic education, articulated with a research study on the influence of the educational environment, particularly the physical space, on children’s participation. The study involved 25 preschool children, 21 children from the first cycle of basic education, one preschool teacher, and one teacher from the first cycle of basic education.This qualitative research systematically integrated observations regarding student participation, observation grids on the educational environment, and semi‑structured interviews with teachers and other staff, with the objective of understanding how spatial organization facilitates, limits, or shapes children’s participation in different educational contexts. The results revealed that well‑organized and flexible environments promote more initiative and student participation. On the other hand, less diversified learning environments often limit students’ opportunities for participation. It was also verified that the way teaching personnel integrate the spatial aspect into planning and daily routines constitutes a key factor in the quality of interactions and student learning.
This report was developed within the context of the Master’s degree in Preschool Education and Teaching of the First Cycle of Basic Education at the Escola Superior de Educação de Santarém. It presents a critical analysis of the practice of supervised teaching in the contexts of daycare centers, kindergartens, and the first cycle of basic education, articulated with a research study on the influence of the educational environment, particularly the physical space, on children’s participation. The study involved 25 preschool children, 21 children from the first cycle of basic education, one preschool teacher, and one teacher from the first cycle of basic education.This qualitative research systematically integrated observations regarding student participation, observation grids on the educational environment, and semi‑structured interviews with teachers and other staff, with the objective of understanding how spatial organization facilitates, limits, or shapes children’s participation in different educational contexts. The results revealed that well‑organized and flexible environments promote more initiative and student participation. On the other hand, less diversified learning environments often limit students’ opportunities for participation. It was also verified that the way teaching personnel integrate the spatial aspect into planning and daily routines constitutes a key factor in the quality of interactions and student learning.
Descrição
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Palavras-chave
espaço educativo espaço físico participação aprendizagem reflexão. educational environment physical space participation learning reflectio
Contexto Educativo
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Licença CC
Sem licença CC