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A expressão plástica e as crianças: um percurso do Pré-escolar ao 1º Ciclo
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| 6.34 MB | Adobe PDF |
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Abstract(s)
O presente relatório final de estágio “A Expressão Plástica e as crianças: um percurso do Pré-Escolar ao 1º Ciclo” surge no âmbito do Mestrado em Educação Pré-escolar e Ensino de 1º Ciclo do Ensino Básico (CEB) e é composto por duas partes: numa primeira parte são apresentados os está-gios realizados e, numa segunda parte, a componente de pesquisa desenvolvida.
Na primeira parte, o relatório contempla uma reflexão sobre o percurso realizado nas práticas de ensino supervisionado em Creche, Jardim de Infância e 1º CEB. Na segunda parte, o relatório dedica-se ao percurso investigativo, onde se pretende estudar alguns docentes (duas educadoras e duas professoras), percebendo qual a importância que atribuem à Expressão Plástica, quais as suas estratégias na realização de atividades desta expressão e se reconhecem ou não as potencialidades educativas da Expressão Plástica, no desenvolvimento das aprendizagens das crianças.
A pesquisa iniciou-se no segundo estágio curricular, através da observação e avaliação dos momentos de intervenção e também por entrevistas semiestruturadas. No sentido de traçar o cami-nho do trabalho de pesquisa, foram colocadas três questões orientadoras: de que forma a Expressão Plástica é promotora das aprendizagens? qual o papel do educador/ professor enquanto dinamizador da Expressão Plástica? qual é o contributo da Expressão Plástica no desenvolvimento e aprendiza-gens das crianças?
Os dados recolhidos, através das entrevistas às quatro docentes, permitiram analisar o que foi dito por educadoras e professoras. Após a organização e análise dos dados e uma revisão de fundamentação teórica, pode chegar-se a algumas conclusões pertinente à pesquisa. É de destacar que, independentemente do grau de ensino, existe o reconhecimento dos docentes (educadoras e professoras) quanto às potencialidades da Expressão Plástica como promotora das aprendizagens das crianças, apesar de não existir uma estratégia única na forma de trabalhar as atividades desta área. Apesar disso, há sim, critérios que devem ser respeitados em cada estratégia, considerando sempre que, cada grupo é um grupo e que, cada criança é única, respeitando as capacidades, a liberdade e individualidade de cada uma.
This final intership report on the "Plastic Expression and Children: A Pre-School to 1st Cycle" traineeship is presented in the framework of the Master's Degree in Pre-primary and Primary Educa-tion (CEB) and consists of two parts: in the first part are presented the stages realized and, in a second part, the research component developed. In the first part, the report contemplates a reflection on the course carried out in supervised teaching practices in Kindergarten, Kindergarten and 1st CEB. In the second part, the report is dedi-cated to the investigative process, where it is intended to study some teachers (two educators and two teachers), realizing how important they attribute to Plastic Expression, what their strategies are in carrying out activities of this expression and recognize or not the educational potential of Plastic Ex-pression, in the development of children's learning. The research began in the second stage of the curriculum, through observation and evalua-tion of intervention moments and through semi-structured interviews. In order to trace the path of research work, three guiding questions were posed: how is Plastic Expression a promoter of learning? what is the role of the educator / teacher as the enabler of Plastic Expression? what is the contribution of Plastic Expression in the development and learning of children? The data collected, through interviews with the four teachers, allowed to analyze what was said by educators. After the organization and analysis of the data and a review of theoretical basis, some conclusions can be reached pertinent to the research. It should be noted that, regardless of the degree of teaching, there is the recognition of teachers (teachers and educators) as to the potentialities of Plastic Expression as a promoter of children's learning, although there is no single strategy in how to work the activities of this area. Despite this, there are yes, criteria that must be respected in each strategy, always considering that each group is a group and that each child is unique, respecting the capacities, freedom and individuality of each.
This final intership report on the "Plastic Expression and Children: A Pre-School to 1st Cycle" traineeship is presented in the framework of the Master's Degree in Pre-primary and Primary Educa-tion (CEB) and consists of two parts: in the first part are presented the stages realized and, in a second part, the research component developed. In the first part, the report contemplates a reflection on the course carried out in supervised teaching practices in Kindergarten, Kindergarten and 1st CEB. In the second part, the report is dedi-cated to the investigative process, where it is intended to study some teachers (two educators and two teachers), realizing how important they attribute to Plastic Expression, what their strategies are in carrying out activities of this expression and recognize or not the educational potential of Plastic Ex-pression, in the development of children's learning. The research began in the second stage of the curriculum, through observation and evalua-tion of intervention moments and through semi-structured interviews. In order to trace the path of research work, three guiding questions were posed: how is Plastic Expression a promoter of learning? what is the role of the educator / teacher as the enabler of Plastic Expression? what is the contribution of Plastic Expression in the development and learning of children? The data collected, through interviews with the four teachers, allowed to analyze what was said by educators. After the organization and analysis of the data and a review of theoretical basis, some conclusions can be reached pertinent to the research. It should be noted that, regardless of the degree of teaching, there is the recognition of teachers (teachers and educators) as to the potentialities of Plastic Expression as a promoter of children's learning, although there is no single strategy in how to work the activities of this area. Despite this, there are yes, criteria that must be respected in each strategy, always considering that each group is a group and that each child is unique, respecting the capacities, freedom and individuality of each.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
expressão Plástica aprendizagem pré-escolar 1º ciclo plastic expression learning preschool 1st cycle