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Publication
A construção de conhecimento sobre efemérides: descrição de uma intervenção pedagógica em contexto de educação pré-escolar
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| 1.26 MB | Adobe PDF |
Abstract(s)
O presente Relatório, intitulado “A Construção de Conhecimento sobre Efemérides: Descrição de uma intervenção pedagógica em Contexto de Educação Pré-Escolar”, incide sobre o trabalho desenvolvido na unidade curricular de Prática de Ensino Supervisionada (PES), em Educação Pré-escolar, e procura analisar e compreender a importância da comemoração das Efemérides no Jardim de Infância e verificar até que ponto as crianças constroem conhecimento quando as Efemérides são apresentadas no seu quotidiano.
Nesta investigação participaram vinte e cinco crianças e respetiva Educadora de Infância, de uma instituição de Faro. A investigação tem como ponto de partida a questão de investigação – Será que a Comemoração das Efemérides proporciona a construção de conhecimento às crianças? Neste sentido, os objetivos gerais do relatório consistem em (i) averiguar se a partir da comemoração de Efemérides no Jardim de Infância as crianças desenvolvem o conhecimento e (ii) definir uma forma como a comemoração de Efemérides deverá ser realizada com base nos documentos orientadores, nomeadamente as Orientações Curriculares para a Educação Pré-Escolar (OCEPE), Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO) e Estratégia Nacional de Educação para a Cidadania (ENEC).
Foram realizadas análises aos documentos da instituição. A partir da observação participante, recolheram-se registos fotográficos e vídeos, bem como notas de campo e reflexões, após a realização das atividades com o grupo de crianças.
Verificou-se que as Efemérides são datas que se destacam no nosso calendário, estando presentes no quotidiano da instituição de educação pré-escolar e que as crianças conseguem construir conhecimento, nomeadamente cultural, valores e sentido de pertença à sociedade. Relativamente ao grupo de crianças, todas demonstraram entusiasmo e interesse pelas atividades realizadas.
The present report, entitled "The Construction of Knowledge about Celebrations: Description of a Pedagogical Intervention in a Preschool Education Context", focuses on the work developed within the Supervised Teaching Practice (STP) course in Preschool Education, and seeks to analyse and understand the importance of commemorating ephemeris in kindergarten and to see to what extent children build knowledge when ephemeris are presented in their daily lives. This research involved twenty-five children and their preschool teacher from an institution in Faro. The investigation is based on the research question: Does the commemoration of ephemeris promote children's knowledge construction? In this regard, the general objectives of the report are (i) to determine whether children develop knowledge through the commemoration of ephemeris in kindergarten and (ii) to define how these commemorations should be conducted, based on guiding documents such as the Curricular Guidelines for Preschool Education (OCEPE), the Student Profile at the End of Compulsory Schooling (PASEO), and the National Strategy for Citizenship Education (ENEC). Institutional documents were analyzed, and data were collected through participant observation, including photographic and video records, as well as field notes and reflections, following the activities conducted with the group of children. The findings indicate that ephemeris are significant events in our calendar and are integrated into the daily life of preschool education institutions. Furthermore, children demonstrate the ability to construct knowledge, particularly regarding cultural aspects, values, and a sense of belonging to society. Concerning the group of children, all participants exhibited enthusiasm and interest in the activities carried out.
The present report, entitled "The Construction of Knowledge about Celebrations: Description of a Pedagogical Intervention in a Preschool Education Context", focuses on the work developed within the Supervised Teaching Practice (STP) course in Preschool Education, and seeks to analyse and understand the importance of commemorating ephemeris in kindergarten and to see to what extent children build knowledge when ephemeris are presented in their daily lives. This research involved twenty-five children and their preschool teacher from an institution in Faro. The investigation is based on the research question: Does the commemoration of ephemeris promote children's knowledge construction? In this regard, the general objectives of the report are (i) to determine whether children develop knowledge through the commemoration of ephemeris in kindergarten and (ii) to define how these commemorations should be conducted, based on guiding documents such as the Curricular Guidelines for Preschool Education (OCEPE), the Student Profile at the End of Compulsory Schooling (PASEO), and the National Strategy for Citizenship Education (ENEC). Institutional documents were analyzed, and data were collected through participant observation, including photographic and video records, as well as field notes and reflections, following the activities conducted with the group of children. The findings indicate that ephemeris are significant events in our calendar and are integrated into the daily life of preschool education institutions. Furthermore, children demonstrate the ability to construct knowledge, particularly regarding cultural aspects, values, and a sense of belonging to society. Concerning the group of children, all participants exhibited enthusiasm and interest in the activities carried out.
Description
Keywords
Efemérides Conhecimento Cultura Jardim de infância Educação de Infância