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Brincar e aprender como uma mesma coisa: duas experiências com o espaço exterior em JI
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Este relatório final insere-se no âmbito da Prática de Ensino Supervisionada do Mestrado em Educação Pré-Escolar, na Escola Superior de Educação de Santarém, sendo desenvolvido na sequência da prática realizada nos contextos de creche e de jardim de infância. O relatório contempla duas partes. A primeira tem como finalidade a análise e reflexão das aprendizagens proporcionadas pelas práticas pedagógicas desenvolvidas nos dois contextos. A segunda parte corresponde à componente investigativa, cujo objetivo foi compreender de que forma o brincar no espaço exterior pode ser entendido como uma prática educativa e não apenas lúdica, explorando as aprendizagens que dele surgem.
Para tal, foi realizado um estudo de natureza qualitativa e interpretativa que envolveu crianças de dois grupos de pré-escolar. Os dados foram recolhidos através de observação direta, registos escritos e registos fotográficos.
Os resultados evidenciaram que o espaço exterior constitui um ambiente rico em estímulos cognitivos, motores, emocionais e sociais, permitindo às crianças explorar, experimentar e interagir de forma livre e autónoma. Embora este espaço possa ser intencionalmente preparado pelo educador, é no brincar não estruturado e livre que surgem aprendizagens significativas. O papel do adulto passa por garantir que este seja um espaço seguro, estimulante e aberto às descobertas, sem limitar as crianças nas suas ações. A diversidade de estímulos proporcionada pelo exterior favorece o desenvolvimento da criatividade, curiosidade e a resolução de conflitos, promovendo uma relação mais próxima, consistente e sustentável com o meio ambiente
This final report is part of the Supervised Teaching Practice within the Master´s Degree in Pre-School Education at the Escola Superior de Educação de Santarém. It was developed following the practical experiences carried out in both nursery school and kindergarten settings. The report is divided into two main parts. The first focuses on the analysis and reflection of the learning outcomes resulting from the pedagogical practices in these two contexts. The second part presents the research component, which sought to understand how outdoor play can be perceived as an educational pratice rather than merely a recreational activity, exploring the learning that emerges from it. A qualitative and interpretative study was conducted involving children from two preschool groups. Data collection was carried out through direct observation, written records, and photographic documentation. The findings revealed that the outdoor environment is rich in cognitive, motor, emotional, and social stimuli, allowing children to explore, experiment, and interact freely and autonomously. Although this space can be intentionally prepared by the educator, it is through unstructured and spontaneous play that meaningful learning emerges. The adult`s role is to ensure that the environment is safe, stimulating, and open to discovery, without restricting the children`s actions. The diversity of stimuli provided by outdoor settings fosters the development of creativity, curiosity, and conflict resolution skills, promoting a closer, more consistent, and sustainable relationship with the natural world.
This final report is part of the Supervised Teaching Practice within the Master´s Degree in Pre-School Education at the Escola Superior de Educação de Santarém. It was developed following the practical experiences carried out in both nursery school and kindergarten settings. The report is divided into two main parts. The first focuses on the analysis and reflection of the learning outcomes resulting from the pedagogical practices in these two contexts. The second part presents the research component, which sought to understand how outdoor play can be perceived as an educational pratice rather than merely a recreational activity, exploring the learning that emerges from it. A qualitative and interpretative study was conducted involving children from two preschool groups. Data collection was carried out through direct observation, written records, and photographic documentation. The findings revealed that the outdoor environment is rich in cognitive, motor, emotional, and social stimuli, allowing children to explore, experiment, and interact freely and autonomously. Although this space can be intentionally prepared by the educator, it is through unstructured and spontaneous play that meaningful learning emerges. The adult`s role is to ensure that the environment is safe, stimulating, and open to discovery, without restricting the children`s actions. The diversity of stimuli provided by outdoor settings fosters the development of creativity, curiosity, and conflict resolution skills, promoting a closer, more consistent, and sustainable relationship with the natural world.
Descrição
Mestrado em Educação Pré-Escolar
Palavras-chave
Espaço exterior Educação pré-escolar Brincar Aprendizagem. Outdoor space Pre-School Education Play Learning