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A relevância atribuída pelos/as educadores/as de infância às áreas de conteúdo: implicações da Teoria das Inteligências Múltiplas em contexto de pré-escolar
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| 1.55 MB | Adobe PDF |
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Abstract(s)
O presente relatório, realizado no âmbito do Mestrado em Educação Pré-Escolar, divide-se em dois grandes capítulos: o primeiro destes é uma reflexão às três práticas pedagógicas realizadas durante o mestrado, apresentando os projetos implementados, algumas das suas atividades e o processo de desenvolvimento pessoal. O segundo capítulo concerne à dimensão investigativa, orientada por duas questões: “Pode-se estabelecer uma relação entre as áreas de conteúdo das Orientações Curriculares para o Pré-Escolar (OCEPE) e as inteligências múltiplas de Howard Gardner?” e “Como são trabalhadas as áreas de conteúdo pelos educadores de infância no pré-escolar?”. No decorrer desta pesquisa foi utilizada a metodologia quantitativa, recorrendo-se a inquéritos por questionário aplicados a uma amostra de 107 educadores/as de infância. As principais conclusões da pesquisa indicam que existe uma relação, mesmo que indireta, entre as áreas de conteúdo das OCEPE e a teoria de Gardner. Aproximadamente metade dos educadores de infância atribuem a mesma relevância a todas as áreas de conteúdo, enquanto que os restante mostraram ter prevalência por duas das áreas de conteúdo.
This document, made in the scope of a dissertation in Pre-school education, it's divided in two big chapters: the first reflects three pedagogical practices used during the dissertation, presenting the projects that were in use, some of their activities and the process of personal development. The second chapter is about the investigation's dimension guided by two questions: "Can you established a connection between the areas of Pre-School Curriculum Guidelines and the multiple intelligences of Howard Gardner?" and "How are the areas of contents work by teachers in preschool?" During this research the quantitative methodology was used recurring to surveys to a sample of 107 preschool teachers. The main conclusions of the research indicate that there is a relationship, although indirectly, between the areas of Pre-School Curriculum Guidelines and Gardner's theory. Approximately half of all preschool teachers attribute the same relevance to all areas, while the rest showed to be prevalent to two of these areas.
This document, made in the scope of a dissertation in Pre-school education, it's divided in two big chapters: the first reflects three pedagogical practices used during the dissertation, presenting the projects that were in use, some of their activities and the process of personal development. The second chapter is about the investigation's dimension guided by two questions: "Can you established a connection between the areas of Pre-School Curriculum Guidelines and the multiple intelligences of Howard Gardner?" and "How are the areas of contents work by teachers in preschool?" During this research the quantitative methodology was used recurring to surveys to a sample of 107 preschool teachers. The main conclusions of the research indicate that there is a relationship, although indirectly, between the areas of Pre-School Curriculum Guidelines and Gardner's theory. Approximately half of all preschool teachers attribute the same relevance to all areas, while the rest showed to be prevalent to two of these areas.
Description
Relatório final apresentado para a obtenção do grau de Mestre na especialidade de Educação Pré-Escolar
Keywords
educação de infância Teoria das Inteligências Múltiplas áreas de conteúdo domínios da inteligência. children education Theory of multiple intelligences areas of Pre-School curriculum guidelines intelligence abilities