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Brincar VS Trabalhar: representações e perceções sobre a brincadeira no Pré-Escolar e no 1.º CEB
| Name: | Description: | Size: | Format: | |
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| 4.7 MB | Adobe PDF |
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Abstract(s)
O presente relatório surgiu no âmbito da Unidade Curricular de Investigação na Prática de Ensino Supervisionada II, integrada no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Encontra-se organizado em duas partes: a primeira é uma síntese do percurso percorrido ao longo dos estágios, evidenciando as aprendizagens adquiridas nos variados contextos de prática profissional; a segunda parte centra-se na componente investigativa, em que é desenvolvido um estudo sobre as conceções das crianças, das famílias e das docentes sobre o brincar. O estudo é de natureza mista, visto que os dados recolhidos foram tratados e analisados de forma qualitativa e quantitativa. A investigação decorreu em contexto de Pré-Escolar e de 1.º Ciclo, nos mesmos locais onde se realizaram os estágios apresentados na primeira parte do presente trabalho. Os dados foram obtidos através de observação participante, análise documental, questionários, entrevistas, desenhos e atividades desenvolvidas com as crianças.
Os resultados do estudo apontam que as crianças são o grupo de inquiridos mais cético em relação à importância do brincar e às aprendizagens que dele advêm. Tal pode acontecer, pela forma como o brincar surge e, também, pela importância que lhe é atribuída no dia a dia das crianças. Relativamente, à valência em que o brincar tem mais relevância, de acordo com os resultados, é o Pré-Escolar, visto que, no 1.º Ciclo, o currículo extenso e as lógicas de funcionamento não incorporam tanto tempo e espaço dedicado ao brincar.
The following report was conducted during the Research in Supervised Teaching Practice II course, integrated on the Master’s in Pre and Primary Schooling Education. The work is divided into two sections, the first being a summary of the journey throughout different internships, highlighting the acquired skills in different practical and professional contexts. Moreover, the second part of my dissertation focuses on the research component, where is developed a study concerning children, family and faculty’s perceptions about playing. The thesis follows a mixed approach since the collected data was treated and analyzed both in a qualitative and quantitative form. The research work occurred on a pre and primary schooling context, in the same locations where the internships took place. The dataset was obtained through field notes, documental analysis, surveys, interviews, draws and activities develop with children. The derived results show that children are the most skeptical group when it comes to acknowledging the benefits of playing and the acquired skills harvest from this activity. This finding can be attributed either to the way that playing emerges or to the importance given in children’s daily life. According to the interviewees, playing is more important during pre-schooling due to the fact that when kids pass to the primary school, the extensive learning curriculum focuses on different activities and competencies.
The following report was conducted during the Research in Supervised Teaching Practice II course, integrated on the Master’s in Pre and Primary Schooling Education. The work is divided into two sections, the first being a summary of the journey throughout different internships, highlighting the acquired skills in different practical and professional contexts. Moreover, the second part of my dissertation focuses on the research component, where is developed a study concerning children, family and faculty’s perceptions about playing. The thesis follows a mixed approach since the collected data was treated and analyzed both in a qualitative and quantitative form. The research work occurred on a pre and primary schooling context, in the same locations where the internships took place. The dataset was obtained through field notes, documental analysis, surveys, interviews, draws and activities develop with children. The derived results show that children are the most skeptical group when it comes to acknowledging the benefits of playing and the acquired skills harvest from this activity. This finding can be attributed either to the way that playing emerges or to the importance given in children’s daily life. According to the interviewees, playing is more important during pre-schooling due to the fact that when kids pass to the primary school, the extensive learning curriculum focuses on different activities and competencies.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
brincar trabalhar aprendizagens Pré-Escolar e 1.º Ciclo playing working learnings pre-schooling primary school