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Pré-Escolar: Um Ensino Escolarizado?
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Abstract(s)
O presente relatório decorre da Prática de Ensino Supervisionada realizada num contexto de Educação Pré-Escolar (EPE), com um grupo de 16 crianças com 5 anos. Teve como a finalidade conhecer e caracterizar duas abordagens pedagógicas diferentes, mais concretamente o uso de uma pedagogia transmissiva e de uma pedagogia mais ativa, assente na utilização de jogos.
Neste sentido, delineámos como objetivos centrais: identificar as vantagens e/ou desvantagens da implementação de práticas mais transmissivas, e identificar a sua eficácia e papel motivador na aprendizagem. Neste âmbito, procurei mostrar que ao utilizar atividades lúdicas, como os jogos tradicionais, se conseguem desenvolver competências cognitivas, e promover aprendizagens diversificadas, incorporando ao mesmo tempo a cultura onde vivemos, papéis sociais e regras.
A nível metodológico este estudo é de natureza qualitativa, enquadrado num paradigma interpretativo, tendo como técnicas de recolha de dados, uma entrevista à educadora e a observação das crianças em espaço de atividades estruturadas como a realização de fichas e em momentos mais lúdicos como o jogo, com recurso às notas de campo.
Os resultados permitem inferir que, através de pedagogias mais ativas as crianças conseguem explorar e apropriar-se mais facilmente de conhecimentos e conceitos, sendo agentes na construção das suas aprendizagens. Por sua vez, em situações assentes em pedagogias mais transmissivas os conhecimentos são apresentados pelo o educador, não havendo muitas vezes espaço nem tempo para que cada criança se aproprie e atribua significado a esse conhecimento.
ABSTRACT: This report is the result of the Supervised Teaching Practice in a Pre-school Educational context, with a group of 16 five-year olds. Its purpose was to know and characterise both different pedagogical experiences, namely the use of a transmissive pedagogy and of a more active one, based on the use of games. In this sense, the following were the main purposes outlined: to identify the advantages and disadvantages of implementing more transmissive practices and to check its effectiveness and motivating role in learning. In this field, I tried to show that by using playful activities, such as traditional games, one is able to develop cognitive skills and promote diversified learning by incorporating both culture and social roles and rules. Methodologically, this study is of qualitative nature, inserted in an interpretative paradigm, having, as data collection techniques, an interview to the pre-school teacher and the observation of the children, both in structured activities, such as worksheets, and in more playful moments, such as the game, using field notes. The results allow to infer that, on the one hand children are able to explore, get knowledge and know concepts more easily through more active pedagogies, as they participate in the construction of their own learning. On the other hand, in situations that are based on more transmissive pedagogies, knowledge is presented by the teacher and there is not much space or time for every child to get knowledge and give meaning to it.
ABSTRACT: This report is the result of the Supervised Teaching Practice in a Pre-school Educational context, with a group of 16 five-year olds. Its purpose was to know and characterise both different pedagogical experiences, namely the use of a transmissive pedagogy and of a more active one, based on the use of games. In this sense, the following were the main purposes outlined: to identify the advantages and disadvantages of implementing more transmissive practices and to check its effectiveness and motivating role in learning. In this field, I tried to show that by using playful activities, such as traditional games, one is able to develop cognitive skills and promote diversified learning by incorporating both culture and social roles and rules. Methodologically, this study is of qualitative nature, inserted in an interpretative paradigm, having, as data collection techniques, an interview to the pre-school teacher and the observation of the children, both in structured activities, such as worksheets, and in more playful moments, such as the game, using field notes. The results allow to infer that, on the one hand children are able to explore, get knowledge and know concepts more easily through more active pedagogies, as they participate in the construction of their own learning. On the other hand, in situations that are based on more transmissive pedagogies, knowledge is presented by the teacher and there is not much space or time for every child to get knowledge and give meaning to it.
Description
Relatório da Prática de Ensino Supervisionada apresentada no ISPA – Instituto Universitário/ ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar
Keywords
Educação Pré-Escolar Aprendizagem Pedagogia transmissiva Pedagogia ativa Motivação Pre-school education Learning Transmissive pedagogy Active pedagogy Motivation