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Brincar e aprender no exterior: o papel do espaço exterior no pré-escolar e no 1.ºciclo do ensino básico
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O atual relatório insere-se no âmbito do Mestrado em Educação Pré-Escolar e
1.º Ciclo do Ensino Básico, presente na Escola Superior de Educação de Santarém, e encontra-se dividida em três partes.
Na primeira parte, são descritas e analisadas as experiências desenvolvidas durante os estágios realizados em creche, jardim de infância e 1.º Ciclo do Ensino Básico (1.º e 3.º anos de escolaridade), que integra uma caracterização dos contextos educativos e projetos implementados, destacando aprendizagens, desafios e práticas pedagógicas observadas.
A segunda parte apresenta o estudo de investigação, que surgiu de uma dificuldade identificada ao longo dos estágios e da necessidade de refletir sobre a forma como os espaços exteriores, frequentemente subvalorizados ou utilizados de modo limitado, podem constituir-se como contextos educativos significativos e promotores de aprendizagens.
Como conclusão, é apresentada uma reflexão final sobre o processo investigativo, o percurso formativo desenvolvido nos estágios e o contributo destas experiências para a construção da identidade profissional docente.
A investigação seguiu uma metodologia de natureza qualitativa, tendo os dados sido recolhidos através de uma entrevista a duas educadoras e a uma professora do 1.º Ciclo do Ensino Básico, de um questionário aplicado a sete estudantes do Mestrado em Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, de uma conversa informal com alunos do 1.º ano de escolaridade e de duas grelhas de observação. Através destes instrumentos, procurou-se compreender as perceções e opiniões dos participantes relativamente ao papel educativo do espaço exterior.
Os resultados mostram que o bem-estar e o envolvimento das crianças são mais evidentes no espaço exterior. Apesar de os adultos já reconhecerem o potencial educativo destes espaços, ainda não integram com regularidade nas suas práticas este contexto de brincadeira e aprendizagem.
This report is part of the Master's Degree in Pre-School Education and 1st Cycle of Basic Education, offered by the Santarém School of Education, and is divided into three parts. The first part describes and analyses the experiences gained during internships in nurseries, kindergartens and primary education (1st and 3rd years of schooling), including a description of the educational contexts and projects implemented, highlighting the learning, challenges and teaching practices observed. The second part presents the research study, which arose from a difficulty identified during the internships and the need to reflect on how outdoor spaces, often undervalued or used in a limited way, can constitute meaningful educational contexts and promote learning. In conclusion, a final reflection is presented on the research process, the training course developed during the internships and the contribution of these experiences to the construction of professional teaching identity. The research followed a qualitative methodology, with data collected through an interview with two educators and a primary school teacher, a questionnaire administered to seven students in the Master's in Pre-school Education and primary school, an informal conversation with first-year pupils, and two observation grids. These instruments were used to understand the participants' perceptions and opinions regarding the educational role of outdoor spaces. The results show that children's well-being and engagement are more evident in outdoor spaces. Although adults already recognise the educational potential of these spaces, they do not yet regularly integrate this context of play and learning into their practices.
This report is part of the Master's Degree in Pre-School Education and 1st Cycle of Basic Education, offered by the Santarém School of Education, and is divided into three parts. The first part describes and analyses the experiences gained during internships in nurseries, kindergartens and primary education (1st and 3rd years of schooling), including a description of the educational contexts and projects implemented, highlighting the learning, challenges and teaching practices observed. The second part presents the research study, which arose from a difficulty identified during the internships and the need to reflect on how outdoor spaces, often undervalued or used in a limited way, can constitute meaningful educational contexts and promote learning. In conclusion, a final reflection is presented on the research process, the training course developed during the internships and the contribution of these experiences to the construction of professional teaching identity. The research followed a qualitative methodology, with data collected through an interview with two educators and a primary school teacher, a questionnaire administered to seven students in the Master's in Pre-school Education and primary school, an informal conversation with first-year pupils, and two observation grids. These instruments were used to understand the participants' perceptions and opinions regarding the educational role of outdoor spaces. The results show that children's well-being and engagement are more evident in outdoor spaces. Although adults already recognise the educational potential of these spaces, they do not yet regularly integrate this context of play and learning into their practices.
Descrição
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Palavras-chave
Espaço exterior brincar aprender desenvolvimento crianças. Outdoor space play learning development children
Contexto Educativo
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Licença CC
Sem licença CC