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Organização do espaço no jardim de infância e no 1.º ciclo do ensino básico
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O presente relatório teve como finalidade evidenciar o percurso de
aprendizagem e o trabalho de pesquisa desenvolvido sobre a Organização do Espaço
no jardim de infância e no 1.º Ciclo do Ensino Básico, em contextos de educação Pré-
Escolar e 1.º Ciclo do Ensino Básico. Ao longo do Mestrado que habilita para a docência
nestes níveis de ensino.
A investigação baseou-se na recolha e análise de dados junto de docentes
cooperantes, estudantes em formação inicial e crianças, permitindo compreender
diferentes perspetivas sobre a organização do espaço educativo. Foram exploradas
categorias como a organização inicial das salas, a sua evolução ao longo do tempo, a
participação das crianças, as dificuldades sentidas pelos docentes e a conceção de sala
ideal para cada faixa etária.
A recolha de dados foi feita através da observação direta e de entrevistas e
questionários a 3 docentes, 5 estudantes em formação inicial e 8 crianças do 1.º Ciclo
do Ensino Básico.
Após a análise dos dados pude compreender que na Educação Pré-Escolar a
sala organiza-se maioritariamente em áreas de atividades e que estes acompanham o
trabalho que vai sendo desenvolvido com o grupo. Já no 1.º Ciclo do Ensino Básico são
referenciados vários condicionantes que limitam a organização da sala de aula, como a
falta de espaço, o mobiliário inadequado e a falta de tempo.
Em síntese, esta pesquisa evidencia que a organização do espaço é um
elemento pedagógico fundamental, que deve ser constantemente observado, avaliado
e adaptado às necessidades das crianças. Evidência também o que observei ao longo
dos estágios, também apresentados neste relatório.
The purpose of this report was to highlight the learning process and research work carried out on the Organization of Space in kindergarten and the 1st Cycle of Basic Education, in the contexts of Pre-School and 1st Cycle of Basic Education. Throughout the Master's degree that qualifies for teaching at these levels of education. The research was based on the collection and analysis of data from cooperating teachers, students in initial training, and children, allowing for an understanding of different perspectives on the organization of educational space. Categories such as the initial organization of classrooms, their evolution over time, the participation of children, the difficulties experienced by teachers, and the design of the ideal classroom for each age group were explored. Data collection was carried out through direct observation and a qualitative methodology, in which three teachers and five students in initial training were surveyed, and eight children in the 1st Cycle of Basic Education were interviewed. After analyzing the data, I understood that in preschool education, the classroom is mainly organized into activity areas, which accompany the work being developed with the group. In the 1st cycle of basic education, several constraints that limit classroom organization are mentioned, such as lack of space, inadequate furniture, and lack of time. In summary, this research shows that the organization of space is a fundamental pedagogical element that must be constantly observed, evaluated, and adapted to the needs of children. It also confirms what I observed during my internships, which are also presented in this report.
The purpose of this report was to highlight the learning process and research work carried out on the Organization of Space in kindergarten and the 1st Cycle of Basic Education, in the contexts of Pre-School and 1st Cycle of Basic Education. Throughout the Master's degree that qualifies for teaching at these levels of education. The research was based on the collection and analysis of data from cooperating teachers, students in initial training, and children, allowing for an understanding of different perspectives on the organization of educational space. Categories such as the initial organization of classrooms, their evolution over time, the participation of children, the difficulties experienced by teachers, and the design of the ideal classroom for each age group were explored. Data collection was carried out through direct observation and a qualitative methodology, in which three teachers and five students in initial training were surveyed, and eight children in the 1st Cycle of Basic Education were interviewed. After analyzing the data, I understood that in preschool education, the classroom is mainly organized into activity areas, which accompany the work being developed with the group. In the 1st cycle of basic education, several constraints that limit classroom organization are mentioned, such as lack of space, inadequate furniture, and lack of time. In summary, this research shows that the organization of space is a fundamental pedagogical element that must be constantly observed, evaluated, and adapted to the needs of children. It also confirms what I observed during my internships, which are also presented in this report.
Descrição
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Palavras-chave
Organização do espaço Sala Ideal Dificuldades de organização Educação Pré-Escolar e 1.º Ciclo do Ensino Básico. Classroom organization Ideal Classroom Organizational difficulties Preschool Education Primary Education
Contexto Educativo
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Licença CC
Sem licença CC