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As expressões artísticas na promoção autorregulação da aprendizagem das crianças
| Name: | Description: | Size: | Format: | |
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| 2.26 MB | Adobe PDF |
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Abstract(s)
O presente relatório da Unidade Curricular (UC) de Prática de Ensino Supervisionada
(PES), integrada no programa de Mestrado em Docência em Educação Pré-Escolar e
1.º Ciclo do Ensino Básico (CEB), está dividido em duas partes distintas. Na primeira,
abordam-se os contextos de estágio (creche, jardim de infância e 1.º CEB), fornecendo
uma minuciosa descrição dos participantes, projetos educativos desenvolvidos e
experiências vivenciadas, destacando as aprendizagens significativas ocorridas. A
segunda parte concentra-se numa investigação com o propósito central de compreender
de que modo as expressões artísticas podem contribuir para promover a autorregulação
da aprendizagem das crianças. Este exercício investigativo, de natureza mista, com
carácter exploratório e descritivo, operacionalizou-se através de dois momentos: o
primeiro, envolveu a observação de crianças nos diferentes contextos (creche, jardim
de infância e 1.º CEB), seguida da análise e reflexão a partir da utilização da Lista de
Desenvolvimento da Aprendizagem Independente (CHILD); o segundo, consistiu na
realização de entrevistas semidiretivas a quatro especialistas em expressões artísticas,
seguidas da sua transcrição e, posterior, análise. A triangulação dos dados provenientes
da observação participante e das entrevistas revelou que as expressões artísticas
desempenham um papel crucial na promoção da autorregulação da aprendizagem,
especialmente quando incorporadas de forma contínua e intencionalmente no ambiente
da sala e quando as crianças participam ativamente no seu próprio processo educativo,
envolvendo-se na tomada de decisões, assumindo responsabilidades pelas suas ações.
This report on the Curricular Unit of Supervised Teaching Practice, part of the Master's program in Teaching in Pre-School Education and the Elementary School, is divided into two distinct parts. In the first, the internship contexts (nursery school, kindergarten and elementary school) are covered, providing a detailed description of the participants, the educational projects developed and the experiences had, highlighting the significant learning that took place. The second part focuses on an investigation with the central purpose of understanding how artistic expressions can contribute to promoting self regulation in children's learning. This research exercise, of a mixed nature, exploratory and descriptive, was carried out in two stages: the first involved observing children in different contexts (nursery school, kindergarten and elementary school), followed by analysis and reflection using the List of Independent Learning Development (CHILD); the second consisted of semi-direct interviews with four specialists in artistic expressions, followed by their transcription and subsequent analysis. The triangulation of data from participant observation and interviews revealed that artistic expressions play a crucial role in promoting self-regulation of learning, especially when incorporated continuously and intentionally into the classroom environment and when children actively participate in their own educational process, getting involved in decision-making and taking responsibility for their actions.
This report on the Curricular Unit of Supervised Teaching Practice, part of the Master's program in Teaching in Pre-School Education and the Elementary School, is divided into two distinct parts. In the first, the internship contexts (nursery school, kindergarten and elementary school) are covered, providing a detailed description of the participants, the educational projects developed and the experiences had, highlighting the significant learning that took place. The second part focuses on an investigation with the central purpose of understanding how artistic expressions can contribute to promoting self regulation in children's learning. This research exercise, of a mixed nature, exploratory and descriptive, was carried out in two stages: the first involved observing children in different contexts (nursery school, kindergarten and elementary school), followed by analysis and reflection using the List of Independent Learning Development (CHILD); the second consisted of semi-direct interviews with four specialists in artistic expressions, followed by their transcription and subsequent analysis. The triangulation of data from participant observation and interviews revealed that artistic expressions play a crucial role in promoting self-regulation of learning, especially when incorporated continuously and intentionally into the classroom environment and when children actively participate in their own educational process, getting involved in decision-making and taking responsibility for their actions.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
expressões artísticas autorregulação autonomia educação pré-escolar primeiro ciclo do ensino básico artistic expressions self-regulation autonomy pre-school education primary school