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O contributo da área da educação artística para o desenvolvimento de competências transversais no jardim de infância e no 1º ciclo do ensino básico
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Authors
Advisor(s)
Abstract(s)
O presente relatório final descreve o desenvolvimento do meu percurso
profissional e investigativo, no âmbito do Mestrado em Educação Pré-Escolar e Ensino
do 1º Ciclo do Ensino Básico, na Escola Superior de Educação de Santarém e encontra se dividido em duas partes principais.
Na primeira parte, é retratada, de forma reflexiva, as vivências, experiências,
aprendizagens e os desafios/dificuldades que me surgiram durante os quatro estágios
realizados, no âmbito das Práticas de Ensino Supervisionadas, nos diferentes
contextos, nomeadamente, no contexto de Pré-Escolar (Creche e Jardim-de-Infância) e
no contexto do 1º Ciclo do Ensino Básico.
A segunda parte é referente à componente investigativa que procura dar
resposta à questão de pesquisa que surgiu dessas mesmas práticas pedagógicas,
procurando dar a conhecer de que forma os/as educadores/as e os/as professores/as
podem assegurar o desenvolvimento de competências transversais, utilizando como
maior ferramenta a área da Educação Artística e com base num processo reflexivo sobre
o trabalho desenvolvido nos diferentes contextos de estágio, que passou por diferentes
abordagens e estratégias, como a aprendizagem cooperativa, a integração de diferentes
Áreas de Conteúdo/Curriculares e a metodologia de trabalho de projeto. Esta
componente investigativa segue uma metodologia de natureza qualificativa, na
modalidade de investigação-ação e envolve 41 participantes, incluindo eu própria, como
estagiária em formação inicial, 20 crianças do JI e 20 crianças do 3º ano do 1º CEB. Os
dados apresentados e analisados, através da observação participante, da análise
documental, dos registos escritos sobre as atividades e os registos fotográficos e de
áudio, permitiram verificar que, no processo ensino-aprendizagem, o
educador/professor tem um papel fundamental na promoção de aprendizagens
integradas e significativas, em que as crianças possuem um papel ativo na construção
de conhecimentos novos, através dos seus conhecimentos prévios, e tendo em conta
as suas vivências, interesses e necessidades reais, com vista ao desenvolvimento de
competências cognitivas, metacognitivas, psicológicas, motoras e sócio afetivas.
The present final report describes the development of my professional and investigative course, within the scope of the master’s degree in Pre-Scholar and 1st Cycle of Basic Education, on Superior Educational School from Santarém. It is divided in two main parts. In the first part, it is portrayed, in a reflective way, the experiences, learnings and challenges/difficulties that appeared during my four internships, within the scope of the Supervised Teaching Practices, on different contexts, namely, in the context of Pre School (Nursery and Kindergarten) and in the context of the 1st Cycle of Basic Education. The second part refers to the investigative component that tries to find ways to answer the question of the research that came from the same pedagogical practices, seeking to make known how educators and teachers can ensure the development of transversal competences using as main tool the Artistic Education Area and based on a reflexive process, a posteriori, about the developed work on the different internships context, that went through different approaches and strategies, such as cooperative learning, the integration of different Content/Curriculum Areas and the project work methodology. This investigative component follows a methodology of a qualifying nature, in the form of action research and involves 41 participants, including myself, as an intern in initial training, 20 children’s from kindergarten and 20 children’s from the 3º year from the 1º CEB. The data presented and analysed, through participant observation, document analysis, the written records about the activities and the photographic and audio records, made it possible to verify that, in the teaching-learning process, the educator/teacher has a fundamental role in promoting integrated and meaningful learning, in which children play an active role in the construction of new knowledge, through their previous knowledge, and taking into account their real experiences, interests and needs, with a view to the development of cognitive, metacognitive, psychological, motor and socio-affective skills.
The present final report describes the development of my professional and investigative course, within the scope of the master’s degree in Pre-Scholar and 1st Cycle of Basic Education, on Superior Educational School from Santarém. It is divided in two main parts. In the first part, it is portrayed, in a reflective way, the experiences, learnings and challenges/difficulties that appeared during my four internships, within the scope of the Supervised Teaching Practices, on different contexts, namely, in the context of Pre School (Nursery and Kindergarten) and in the context of the 1st Cycle of Basic Education. The second part refers to the investigative component that tries to find ways to answer the question of the research that came from the same pedagogical practices, seeking to make known how educators and teachers can ensure the development of transversal competences using as main tool the Artistic Education Area and based on a reflexive process, a posteriori, about the developed work on the different internships context, that went through different approaches and strategies, such as cooperative learning, the integration of different Content/Curriculum Areas and the project work methodology. This investigative component follows a methodology of a qualifying nature, in the form of action research and involves 41 participants, including myself, as an intern in initial training, 20 children’s from kindergarten and 20 children’s from the 3º year from the 1º CEB. The data presented and analysed, through participant observation, document analysis, the written records about the activities and the photographic and audio records, made it possible to verify that, in the teaching-learning process, the educator/teacher has a fundamental role in promoting integrated and meaningful learning, in which children play an active role in the construction of new knowledge, through their previous knowledge, and taking into account their real experiences, interests and needs, with a view to the development of cognitive, metacognitive, psychological, motor and socio-affective skills.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
aprendizagens significativas competências transversais cooperação criatividade educação artística integração curricular significant learnings transversal competences cooperation criativity artistic education curricular integration