Loading...
Publication
Metodologia de trabalho por projeto: Estratégias de implementação e desafios em contexto de educação pré-escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 546.78 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório centra-se no estudo dos benefícios da Metodologia de Trabalho
por Projeto (MTP), bem como do papel do educador e nos desafios que o mesmo enfrenta ao
implementar esta metodologia com crianças em educação pré-escolar.
Neste sentido, desenvolveu-se um estudo de natureza qualitativa numa sala de Jardim
de Infância com vinte e três crianças de 3 e 4 anos. Foram utilizadas técnicas como a observação
direta e participante com recurso a notas de campo e ainda uma entrevista à educadora
cooperante.
Com base na análise reflexiva dos dados, constatou-se que as crianças demonstraram
maior motivação quando os projetos abordavam tópicos temáticos do seu interesse, resultando
num envolvimento mais profundo no processo. No entanto, a participação das crianças
apresentou-se como um desafio para os adultos, especialmente sobre o levantamento de
questões emergentes da própria curiosidade das crianças que, em algumas situações, poderão
ter sido solicitadas pelos adultos de forma direta ou controlada. Também a gestão do tempo
revelou-se desafiadora, especialmente quando as questões levantadas pelas crianças não foram
atendidas num prazo ajustado de modo a manter a sua curiosidade. Por outro lado, a
planificação e a reflexão sobre a prática educativa evidenciaram-se como fundamentais na
mediação dos projetos nas diferentes fases.
ABSTRACT: The theme of this report focuses on the Project-Based Learning (PBL), which emerged as a highly discussed topic throughout the years of study and sparked significant interest, as it is observed that children become deeply engaged in projects. Thus, the objective was to deepen the understanding of the benefits of this methodology, the role of the educators, and the challenges they face when implementing PBL in the context of early childhood education. To address this objective, a qualitative study was conducted in a preschool classroom with twenty-three children aged 3 and 4. Techniques such as direct and participant observation, as well as an interview with the cooperating educator, were used. Field notes were a crucial tool for organizing the information. Based on the reflective analysis of the data, it was found that children demonstrated greater motivation when the projects addressed thematic topics of their interest, resulting in deeper engagement in the process. However, children's participation posed a challenge for adults, especially regarding the emergence of questions stemming from the children's own curiosity, which, in some cases, may have been prompted by adults in a direct or controlled manner. Time management also proved challenging, particularly when the children's questions were not addressed in a timely manner, thus affecting their curiosity. On the other hand, the planning and reflection on educational practices were highlighted as crucial for facilitating the projects through the different phases.
ABSTRACT: The theme of this report focuses on the Project-Based Learning (PBL), which emerged as a highly discussed topic throughout the years of study and sparked significant interest, as it is observed that children become deeply engaged in projects. Thus, the objective was to deepen the understanding of the benefits of this methodology, the role of the educators, and the challenges they face when implementing PBL in the context of early childhood education. To address this objective, a qualitative study was conducted in a preschool classroom with twenty-three children aged 3 and 4. Techniques such as direct and participant observation, as well as an interview with the cooperating educator, were used. Field notes were a crucial tool for organizing the information. Based on the reflective analysis of the data, it was found that children demonstrated greater motivation when the projects addressed thematic topics of their interest, resulting in deeper engagement in the process. However, children's participation posed a challenge for adults, especially regarding the emergence of questions stemming from the children's own curiosity, which, in some cases, may have been prompted by adults in a direct or controlled manner. Time management also proved challenging, particularly when the children's questions were not addressed in a timely manner, thus affecting their curiosity. On the other hand, the planning and reflection on educational practices were highlighted as crucial for facilitating the projects through the different phases.
Description
Relatório da Prática de Ensino Supervisionada
apresentada no ISPA – Instituto Universitário para
obtenção de grau de Mestre em Educação Pré-Escolar,
criado por Aviso n.º 9931/2017, publicado no Diário da
República, 2.ª série, n.º 165, de 28 de agosto de 2017.
Keywords
Metodologia de trabalho por projeto Papel do educador Participação Educação pré-escolar Project-based learning Benefits Role of the educator Challenges