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Recreios escolares como recursos educativos : contributos para as aprendizagens de crianças do 1.º Ciclo do Ensino Básico
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Abstract(s)
Este projeto debruça-se sobre as oportunidades que tempos letivos passados no exterior representam, enquanto recursos educativos, na busca por aprendizagens significativas para crianças do 1.º Ciclo do Ensino Básico.
O estudo enquadra-se num paradigma sociocrítico que procurou caracterizar o contexto educativo em que decorreu, contemplando, igualmente, um lado interventivo e transformador, que pretendeu enriquecer as experiências vividas pelas crianças, na escola.
Acreditando no contributo positivo dos contextos exteriores para estas experiências, sublinhado pela teoria apresentada, e a partir de uma metodologia qualitativa que englobou a observação participante, o mapeamento e a entrevista, foram criadas duas atividades envolvendo as crianças participantes do projeto. Na primeira, propunha-se o trabalho por objetivos de Português e de Matemática, a partir de tarefas que implicavam deslocações ao recreio escolar. A segunda atividade consistiu no mapeamento e identificação, no mesmo espaço, de aprendizagens nas áreas de Português, Matemática, Estudo do Meio e Expressões Artísticas.
Os dados sugerem que o trabalho no exterior contribui para a motivação intrínseca das crianças – despoletando interesse e satisfação – favorece o desenvolvimento de competências sociais – gerando momentos de interação, partilha e interajuda – e promove a transdisciplinaridade – proporcionando oportunidades de aprendizagem baseadas no cruzamento de saberes e experiências. Os resultados revelam, ainda, o valioso contributo que as crianças podem dar quando colocadas no papel de participantes sociais, em contextos reais.
Este estudo visa, assim, contribuir para uma visão da escola que, fazendo uso dos seus espaços exteriores, procura promover aprendizagens significativas para as crianças, através do estabelecimento de relações autênticas com o meio.
This project focuses on the opportunities that class time spent outdoors represent as educational resources, in search for meaningful learning for Primary School children. The study fits into a socio-critical paradigm, characterizing the educational context in which it took place, as well as contemplating a transformative interventional approach, which aims to improve the experiences of children in school. Having outdoor contexts as a positive contribution for these experiences, underlined in the literature review, and based on a qualitative methodology which entailed participant observation, mapping, and an interview, two activities involving the children participating in the project were conceived. The first activity proposed work related to Portuguese and Mathematics based on tasks involving going to the school playground. The second activity consisted of the mapping and identification of specific learnings related to Portuguese, Mathematics, Social Studies and Artistic Expression, in that same context. Data suggest that working in outdoor contexts contributes to children’s intrinsic motivation – triggering interest and satisfaction –, contributes for the development of social competences – initiating moments of interaction, sharing and children helping each other – and promotes transdisciplinarity – through learning opportunities based on the intersection of knowledge and experiences. Results also indicate the valuable contributions that children can give when the opportunity for having a role as social participants in real contexts is offered. Thus, this study aims to contribute to a vision of school which, making use of its outdoor spaces, promotes significant learning for children, by establishing authentic interactions with the environment.
This project focuses on the opportunities that class time spent outdoors represent as educational resources, in search for meaningful learning for Primary School children. The study fits into a socio-critical paradigm, characterizing the educational context in which it took place, as well as contemplating a transformative interventional approach, which aims to improve the experiences of children in school. Having outdoor contexts as a positive contribution for these experiences, underlined in the literature review, and based on a qualitative methodology which entailed participant observation, mapping, and an interview, two activities involving the children participating in the project were conceived. The first activity proposed work related to Portuguese and Mathematics based on tasks involving going to the school playground. The second activity consisted of the mapping and identification of specific learnings related to Portuguese, Mathematics, Social Studies and Artistic Expression, in that same context. Data suggest that working in outdoor contexts contributes to children’s intrinsic motivation – triggering interest and satisfaction –, contributes for the development of social competences – initiating moments of interaction, sharing and children helping each other – and promotes transdisciplinarity – through learning opportunities based on the intersection of knowledge and experiences. Results also indicate the valuable contributions that children can give when the opportunity for having a role as social participants in real contexts is offered. Thus, this study aims to contribute to a vision of school which, making use of its outdoor spaces, promotes significant learning for children, by establishing authentic interactions with the environment.
Description
Relatório da Prática de Ensino Supervisionada r apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Keywords
Contextos exteriores Aprendizagens significativas Motivação intrínseca Transdisciplinaridade Participação social Outdoor contexts Meaningful learning Intrinsic motivation Transdisciplinarity Social participation