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A História de Portugal como mote para a resolução de problemas na Educação Pré-Escolar
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Abstract(s)
A História de Portugal como mote para a resolução de problemas na Educação Pré-Escolar é o título do presente relatório, tendo sido realizado no âmbito da unidade curricular da Prática de Ensino Supervisionada, do Mestrado em Educação Pré-Escolar, da Escola Superior de Educação e Comunicação da Universidade do Algarve, no ano letivo 2023/2024. O estudo decorreu numa instituição de Faro e contou com a participação de um grupo de 19 crianças na faixa etária dos quatro anos. Enquadrando-se na Área do Conhecimento do Mundo das Orientações Curriculares para a Educação Pré-Escolar, teve como principal objetivo desenvolver atividades que envolvessem a resolução de problemas. As atividades foram enquadradas na História de Portugal através da personagem histórica do rei D. Afonso III. Explorou-se a interdisciplinaridade e contribuiu-se de forma inovadora para a aprendizagem das crianças em ciências e em história. As abordagens pedagógicas desta investigação qualitativa deram-se ao longo de três fases distintas, durante três semanas consecutivas, e foram ligadas por uma história criada pela autora do estudo. A fase 1 traduziu-se pela fase de sensibilização em que se usou como estratégia uma carta imaginária escrita pelo rei D. Afonso III, enviada ao grupo de crianças. Nas fases 2 e 3, realizaram-se 2 atividades em pequeno grupo, num formato de resolução de problemas, familiarizando as crianças para abordagens desta natureza. Na terceira e última fase, implementaram-se atividades que combinavam aspetos culturais e de ciências naturais relativos a duas épocas diferentes. As crianças, perante situações de resolução de problemas em ciências, formulados num enquadramento histórico, demonstraram empatia para com a temática, uma vez que a mesma fazia parte do interesse coletivo do grupo. No decorrer do conjunto de atividades assistiu-se, de forma gradual, à familiarização do grupo de crianças para com a resolução de problemas, o que se traduziu num maior empenho para chegar a soluções. Concluímos que criar situações-problema de cariz interdisciplinar fomenta um desenvolvimento mais abrangente do conhecimento das crianças.
The History of Portugal as a motif for problem solving in Preschool Education is the title of this report, carried out as part of the Supervised Teaching Practice curriculum of the Master's Degree in Preschool Education at the School of Education and Communication of the University of the Algarve, during the academic year 2023/2024. The study took place in an institution in Faro and involved a group of 19 children aged four. In line with the "Knowledge of the World" section of the Curricular Guidelines for Preschool Education, the main objective was to develop activities that involved problem solving. The activities were contextualised within the history of Portugal through the historical figure of King Afonso III. Interdisciplinarity was explored, contributing innovatively to the children's learning in science and history. The pedagogical approaches of this qualitative research took place in three different phases, spanning three consecutive weeks, linked by a story created by the author of the study. Phase 1 was the awareness phase, where an imaginary letter written by King Afonso III and sent to the group of children was used as a strategy. Phases 2 and 3 involved two small group activities in a problem-solving format to familiarise the children with such approaches. In the third and final phase, activities were carried out that combined cultural and scientific aspects related to two different historical periods. When confronted with scientific problem-solving situations in a historical context, the children showed empathy with the subject, as it was part of the collective interest of the group. Throughout the series of activities, there was a gradual familiarisation of the group with problem solving, resulting in a greater effort to find solutions. We conclude that creating interdisciplinary problem situations promotes a more comprehensive development of children's knowledge.
The History of Portugal as a motif for problem solving in Preschool Education is the title of this report, carried out as part of the Supervised Teaching Practice curriculum of the Master's Degree in Preschool Education at the School of Education and Communication of the University of the Algarve, during the academic year 2023/2024. The study took place in an institution in Faro and involved a group of 19 children aged four. In line with the "Knowledge of the World" section of the Curricular Guidelines for Preschool Education, the main objective was to develop activities that involved problem solving. The activities were contextualised within the history of Portugal through the historical figure of King Afonso III. Interdisciplinarity was explored, contributing innovatively to the children's learning in science and history. The pedagogical approaches of this qualitative research took place in three different phases, spanning three consecutive weeks, linked by a story created by the author of the study. Phase 1 was the awareness phase, where an imaginary letter written by King Afonso III and sent to the group of children was used as a strategy. Phases 2 and 3 involved two small group activities in a problem-solving format to familiarise the children with such approaches. In the third and final phase, activities were carried out that combined cultural and scientific aspects related to two different historical periods. When confronted with scientific problem-solving situations in a historical context, the children showed empathy with the subject, as it was part of the collective interest of the group. Throughout the series of activities, there was a gradual familiarisation of the group with problem solving, resulting in a greater effort to find solutions. We conclude that creating interdisciplinary problem situations promotes a more comprehensive development of children's knowledge.
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Keywords
Educação pré-escolar Educação em ciências Resolução de problemas Interdisciplinaridade