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A filosofia para crianças e o contributo para a formação das crianças no 1.º ciclo do ensino básico
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Authors
Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da Prática de Ensino Supervisionada e para a
obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Esta investigação denominada de “A Filosofia para Crianças e o contributo para a formação
das crianças no 1.º Ciclo do Ensino Básico”, tem como objetivo de investigação compreender
como a Filosofia para Crianças pode ser trabalhada, sendo articulada com as áreas de
conteúdo previstas na Matriz do 1.º Ciclo do Ensino, numa turma de 3.º ano de escolaridade,
com 26 alunos de 8 e 9 anos de idade.
Este tema surgiu do interessem em perceber como a Filosofia para Crianças é trabalhada com
um grupo de alunos do 1.º Ciclo e como esta pode ajudar no desenvolvimento da criança a
todos os níveis.
De modo a se conseguir responder de forma justificada à questão principal deste tema, foi
indispensável recorrer a um enquadramento teórico que permitiu fundamentar as ações
pedagógicas desenvolvidas em contexto de estágio, levando a uma reflexão que liga estas
duas partes da investigação.
As atividades realizadas e o permanente contacto com o contexto de estágio permitiu perceber
como estas sessões de Filosofia são desenvolvidas e quais as vantagens e dificuldades ao
implementar este programa com crianças do 1.º Ciclo.
No fim da realização desta investigação qualitativa e de levantados os resultados é possível
concluir que a Filosofia para Crianças contribui para a formação integral das crianças.
É possível constatar através dos resultados obtidos que, o programa de Filosofia para Crianças
permite não só a formação do aluno, bem como fomenta o espírito de trabalho em grupo, de
respeito pelos outros, de conseguir realizar trabalhos interdisciplinares e de motivar alunos e
professores a serem agentes ativos na construção de aprendizagens e saberes.
ABSTRACT: This report was carried out within the framework of the Supervised Teaching Practice and for obtaining a master's degree in Pre-School Education and 1st Cycle of Basic Education. This research denominated "Philosophy for Children and the contribution to the formation of children in the 1st Cycle of Basic Education", aims to research understanding how Philosophy for Children can be worked, being articulated with the areas of content envisaged in the Matrix of the 1st Cycle of Education, in a class of 3rd year of schooling, with 26 students of 8 and 9 years of age. This topic arose from the interest in understanding how Philosophy for Children is worked with a group of students of the 1st Cycle and how it can help in the development of the child at all levels. In order to be able to answer in a justified way to the main question of this theme, it was indispensable to resort to a theoretical framework that allowed to base the pedagogical actions developed in a training context, leading to a reflection that links these two parts of the research. The activities carried out and the permanent contact with the internship context allowed us to understand how these Philosophy sessions are developed and what are the advantages and difficulties of implementing this program with children of the 1st Cycle. At the end of the realization of this qualitative research and of the results obtained it is possible to conclude that Philosophy for Children contributes to the integral formation of the children. It is possible to see from the results obtained that the Philosophy for Children program not only allows the student to be trained, but also fosters a spirit of group work, respect for others, interdisciplinary work and motivation for students and teachers to active agents in the construction of learning and knowledge.
ABSTRACT: This report was carried out within the framework of the Supervised Teaching Practice and for obtaining a master's degree in Pre-School Education and 1st Cycle of Basic Education. This research denominated "Philosophy for Children and the contribution to the formation of children in the 1st Cycle of Basic Education", aims to research understanding how Philosophy for Children can be worked, being articulated with the areas of content envisaged in the Matrix of the 1st Cycle of Education, in a class of 3rd year of schooling, with 26 students of 8 and 9 years of age. This topic arose from the interest in understanding how Philosophy for Children is worked with a group of students of the 1st Cycle and how it can help in the development of the child at all levels. In order to be able to answer in a justified way to the main question of this theme, it was indispensable to resort to a theoretical framework that allowed to base the pedagogical actions developed in a training context, leading to a reflection that links these two parts of the research. The activities carried out and the permanent contact with the internship context allowed us to understand how these Philosophy sessions are developed and what are the advantages and difficulties of implementing this program with children of the 1st Cycle. At the end of the realization of this qualitative research and of the results obtained it is possible to conclude that Philosophy for Children contributes to the integral formation of the children. It is possible to see from the results obtained that the Philosophy for Children program not only allows the student to be trained, but also fosters a spirit of group work, respect for others, interdisciplinary work and motivation for students and teachers to active agents in the construction of learning and knowledge.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade em Educação Pré-Escolar
Keywords
Filosofia para crianças Interdisciplinaridade Comunidade de investigação Ensino básico Philosophy for children Interdisciplinarity Research community Basic education