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Ser e sentir através da dança : Uma abordagem integrada e globalizante num contexto de educação de infância
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Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular de Prática
Supervisionada em Educação Pré-escolar. A Prática de Ensino Supervisionada (PES)
decorreu num estabelecimento privado, numa sala de quatro anos do jardim-de-infância,
composta por treze crianças. Esta investigação surge do meu interesse e contacto próximo
pela dança, sendo esta pouco explorada hoje em dia. Desta forma, interessou-me
compreender, através da implementação de um projeto, como as crianças percecionam e
avaliam a(s) proposta(s) educativa(s) apresentadas, que estratégias contribuem para o
desenvolvimento do sentido rítmico e de relação do corpo com o espaço e com os outros, e
por fim, de que forma a educadora de infância e a professora de música/ dramática exploram
a dança com as crianças. A metodologia utilizada é de caráter qualitativo, em que os
instrumentos de recolha de dados são a observação participante, a entrevista, o questionário e
registos fotográficos. A análise dos resultados prende-se a dar resposta aos objetivos já
referidos, com a intenção de conferir o tempo e importância que é dada a esta abordagem por
parte das profissionais de educação, as estratégias adequadas a explorar na dança e também
que impacto tem a dança no dia-a-dia das crianças. A realização desta investigação permitiume concluir que a dança é uma mais-valia no dia-a-dia das crianças, sendo vista como uma
forma de bem-estar e um estado de felicidade, contudo, é urgente consciencializar a
comunidade escolar sobre os contributos que a mesma pode oferecer, entendendo que esta
interfere fortemente no desenvolvimento integral da criança.
This report was written in the scope of the curricular unit of the Supervised Teaching Practice in Preschool Education. The Supervised Teaching Practice (PES) took place in a private establishment, in a four-year-old kindergarten class, with thirteen children. This research arose from my interest and close contact with dance, which is little explored nowadays. Thus, I was interested in understanding, through the implementation of a project, how children perceive and evaluate the educational proposal(s) presented, what strategies contribute to the development of rhythmic sense and body relationship with space and with others, and finally, how the kindergarten teacher and the music/dramatic teacher explore dance with children. The methodology used is qualitative, in which the instruments for data collection are participant observation, interviews, questionnaires and photographic records. The analysis of the results is related to answer the objectives already mentioned, with the intention of checking the time and importance given to this approach by the educational professionals, the appropriate strategies to explore dance and also what impact dance has in the daily life of children. This research allowed me to conclude that dance is an asset in the daily lives of children, being seen as a form of wellbeing and a state of happiness, however, it is urgent to make the school community aware of the contributions that it can offer, understanding that it strongly interferes in the integral development of the child.
This report was written in the scope of the curricular unit of the Supervised Teaching Practice in Preschool Education. The Supervised Teaching Practice (PES) took place in a private establishment, in a four-year-old kindergarten class, with thirteen children. This research arose from my interest and close contact with dance, which is little explored nowadays. Thus, I was interested in understanding, through the implementation of a project, how children perceive and evaluate the educational proposal(s) presented, what strategies contribute to the development of rhythmic sense and body relationship with space and with others, and finally, how the kindergarten teacher and the music/dramatic teacher explore dance with children. The methodology used is qualitative, in which the instruments for data collection are participant observation, interviews, questionnaires and photographic records. The analysis of the results is related to answer the objectives already mentioned, with the intention of checking the time and importance given to this approach by the educational professionals, the appropriate strategies to explore dance and also what impact dance has in the daily life of children. This research allowed me to conclude that dance is an asset in the daily lives of children, being seen as a form of wellbeing and a state of happiness, however, it is urgent to make the school community aware of the contributions that it can offer, understanding that it strongly interferes in the integral development of the child.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no ISPA – Instituto Universitário
para obtenção de grau de Mestre em Educação Préescolar
Keywords
Pré-escolar Dança Movimento Emoções Desenvolvimento integral Preschool Dance Movement Emotions Integral development