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Publication
Histórias como veículo integrador do curriculo Em 1º CEB
Advisor(s)
Abstract(s)
No contexto do Mestrado em Educação Pré-escolar e Ensino do 1º CEB, foi elaborado o atual relatório da prática supervisionada em primeiro ciclo do ensino básico, baseado num estudo que teve como objetivo verificar, se as histórias poderiam ser integradoras e promotoras de articulação das diferentes áreas curriculares deste ciclo de estudos. O estudo foi realizado num colégio privado, numa turma do 4º ano, composta por 19 alunos (10 meninos e 9 meninas). O método seguido pela professora era o de projeto e expositivo, com recurso às novas tecnologias. A presente problemática surgiu após observação do contexto, onde foi possível verificar que as histórias não eram utilizadas para a promoção de novas aprendizagens. No estudo foi utilizada a investigação qualitativa, usada uma metodologia de investigação-ação e uma estratégia de observação participante, durante a realização das atividades. Foi estabelecida a hora do conto todas as semanas. As histórias eram contadas sem livro, com livro, com materiais, com fantoches e com novas tecnologias. À segunda-feira a primeira atividade era a hora do conto, da qual partiam as atividades da semana, para todas as áreas curriculares. Sempre que possível foi usada uma metodologia de projeto, procurando promover a integração curricular, a aprendizagem significativa e a transdisciplinaridade, o que nos parece ter sido conseguido.
ABSTRACT: In the context of the Master's Degree in Pre-school and Primary Education, the current report on supervised practice in primary education was drawn up based on a study that aimed to verify if the stories could integrate and promote the articulation of the different curricular areas of this study cycle. The study was conducted in a 4th grade classroom of a private school attended by 19 pupils (10 boys and 9 girls). The teacher used project and expository method using new technologies. The present problem arose after observing the context, where it was possible to verify that the stories were not used to promote new learning. In the study, qualitative research was used, using an action-research methodology and a participant observation strategy, during the activities. Every week we implemented a storytelling period. The stories were told without book, with book, with materials, with puppets, and with the use of new technologies. On Monday storytelling was the first activity. All the curricular areas developed during the week stemmed from the story that was told. Project methodology was used whenever possible, seeking to promote curricular integration, meaningful learning and transdisciplinarity, which seems to have been achieved.
ABSTRACT: In the context of the Master's Degree in Pre-school and Primary Education, the current report on supervised practice in primary education was drawn up based on a study that aimed to verify if the stories could integrate and promote the articulation of the different curricular areas of this study cycle. The study was conducted in a 4th grade classroom of a private school attended by 19 pupils (10 boys and 9 girls). The teacher used project and expository method using new technologies. The present problem arose after observing the context, where it was possible to verify that the stories were not used to promote new learning. In the study, qualitative research was used, using an action-research methodology and a participant observation strategy, during the activities. Every week we implemented a storytelling period. The stories were told without book, with book, with materials, with puppets, and with the use of new technologies. On Monday storytelling was the first activity. All the curricular areas developed during the week stemmed from the story that was told. Project methodology was used whenever possible, seeking to promote curricular integration, meaningful learning and transdisciplinarity, which seems to have been achieved.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade em Educação Pré-Escolar e 1º Ciclo do Ensino Básico
Keywords
Histórias Integração curricular Aprendizagens significativas Transdisciplinaridade Stories Curricular integration Significant learning Transdisciplinarity