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O jogo no processo ensino – aprendizagem das áreas curriculares
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Abstract(s)
O presente relatório foi concebido no âmbito do Mestrado em Educação Pré – Escolar e Ensino do 1º Ciclo do Ensino Básico, na Escola Superior de Educadores de Infância Maria Ulrich (ESEIMU) em parceria com o ISPA – Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, no ano letivo 2017 / 2018.
O estudo deste relatório foi realizado na Prática de Ensino Supervisionada (PES), com uma turma do 1º ano, com vinte e cinco alunos, com idades compreendidas entre os seis e os oito anos, tendo 6 crianças abrangidas pelo decreto Lei Nº 3 / 2008.
A escolha do tema surgiu pelo facto de considerar pertinente introduzir o jogo na prática pedagógica, e desta forma o título deste relatório é “O jogo no processo ensino – aprendizagem das áreas curriculares”. Como questão orientadora para dar resposta ao longo do trabalho selecionei: Em que medida o jogo pode promover as aprendizagens das diferentes áreas curriculares?
Para elaboração da investigação utilizei uma metodologia qualitativa, recorrendo a técnicas e instrumentos de avaliação tais como: a observação direta e participante, as notas de campo, o diário de bordo e o registo fotográfico.
Na análise reflexiva resultante da Prática de Ensino Supervisionada foi elaborada uma descrição, um relato e uma análise das atividades realizadas para este trabalho de investigação segundo o objeto de estudo.
Posteriormente desenvolvi as considerações finais, expondo uma conclusão do estudo realizado, confirmando que o jogo é relevante nas aprendizagens das áreas curriculares.
ABSTRACT: This report was conceived in the scope of the Master 's Degree in Pre - School Education and Teaching of the 1st Cycle of Basic Education, in the Higher School of Childhood Educators Maria Ulrich (ESEIMU) in partnership with ISPA - University Institute of Psychological, Social Sciences and Life, in the academic year 2017/2018. The study of this report was carried out in the Supervised Teaching Practice (PES), with a class of the first year, with twenty five students, aged between six and eight years, with six children covered by the decree Law No. 3/2008 . The choice of theme arose because it considered pertinent to introduce the game in pedagogical practice, and thus the title of this report is "The game in the teaching - learning process of the curricular areas". As a guiding question to answer during the work I selected: To what extent the game can promote the learning of the different curricular areas? For the elaboration of the research I used a qualitative methodology, using techniques and instruments of evaluation such as: direct and participant observation, field notes, logbook and photographic record. In the reflective analysis resulting from the Supervised Teaching Practice, a description, an account and an analysis of the activities carried out for this research work were elaborated according to the object of study. Later I developed the final considerations, exposing a conclusion of the study, confirming that the game is relevant in the learning of the curricular areas.
ABSTRACT: This report was conceived in the scope of the Master 's Degree in Pre - School Education and Teaching of the 1st Cycle of Basic Education, in the Higher School of Childhood Educators Maria Ulrich (ESEIMU) in partnership with ISPA - University Institute of Psychological, Social Sciences and Life, in the academic year 2017/2018. The study of this report was carried out in the Supervised Teaching Practice (PES), with a class of the first year, with twenty five students, aged between six and eight years, with six children covered by the decree Law No. 3/2008 . The choice of theme arose because it considered pertinent to introduce the game in pedagogical practice, and thus the title of this report is "The game in the teaching - learning process of the curricular areas". As a guiding question to answer during the work I selected: To what extent the game can promote the learning of the different curricular areas? For the elaboration of the research I used a qualitative methodology, using techniques and instruments of evaluation such as: direct and participant observation, field notes, logbook and photographic record. In the reflective analysis resulting from the Supervised Teaching Practice, a description, an account and an analysis of the activities carried out for this research work were elaborated according to the object of study. Later I developed the final considerations, exposing a conclusion of the study, confirming that the game is relevant in the learning of the curricular areas.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade em Educação Pré – Escolar E Ensino Do 1º Ciclo Do Ensino Básico
Keywords
Jogo Desenvolvimento Ação pedagógica Inclusão