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Publication
A co-construção do espaço exterior por crianças de 3 anos recrei(ando) aprendizagens em contexto de jardim de infância
| Name: | Description: | Size: | Format: | |
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| 12.85 MB | Adobe PDF |
Authors
Abstract(s)
Procura-se, cada vez mais, nos dias que correm, que a educação formal seja parte integrante do processo de desenvolvimento, integral e integrado, das crianças. Nesse sentido, uma oferta educativa variada passa pela promoção do despertar de vários sentidos, dentro e fora de quatro paredes, onde as crianças podem ser as personagens principais do seu processo educativo. Por essa razão, esta investigação, direcionada para a partilha de papéis entre crianças e adultos, face à organização e construção do espaço educativo exterior, teve como finalidade perceber o comportamento de crianças de três anos, após se oferecerem novas affordances neste mesmo contexto. Participaram neste estudo 24 crianças, de uma instituição de cariz pré-escolar do distrito de Faro. Recorrendo a uma metodologia qualitativa, procurou-se, numa fase inicial, analisar as perceções das crianças, com e no espaço exterior, tendo-se recorrido a várias técnicas/instrumentos de recolha de dados: análise documental; entrevistas semiestruturadas; análise de produções das crianças; e observação participante. Nesta fase, percebeu-se que o espaço exterior não proporcionava, enquanto contexto educativo, situações de aprendizagem consideráveis, nem tinha significado expressivo no quotidiano dos participantes. De forma a contrariar esta tendência, procedeu-se à planificação de várias propostas holísticas de co-construção do espaço exterior, tais como uma caixa de areia; uma casinha de cartão; um baú dos tesouros; entre outras. A avaliação impactual deste estudo, baseou-se na aliança entre as novas produções das crianças e as observações resultantes da remodelação do espaço exterior, passando este a ser um contexto educativo de qualidade, no qual as crianças podem, através da brincadeira, experienciar diversas possibilidades de ação. Ainda assim, este continuou a ser uma forma de mitigação das atividades dirigidas, não se tendo sentido alterações a nível da prática da educadora.
These days, it is increasingly sought that formal education be an integral part of the process of integral and integrated development of children. In this sense, a varied educational offer involves the promotion of the awakening of several senses, inside and outside four walls, where children can be the main characters of their educational process. This research, directed towards the sharing of roles between children and adults, regarding the organization and construction of the outdoor educational space, aimed to understand three year-old children’s behaviour, after promoting new affordances in this context. There were 24 children participating in this study, from a pre-school institution from the district of Faro. Employing a qualitative methodology, the initial stage of this study aimed to analyse the perceptions and interactions of children with and within the outdoor space, having resorted to various techniques/instruments for data collection: document analysis, semi-structured interviews, analysis of children's productions, and participant observation. The results achieved in this stage showed that the outdoor space did not provide, as an educational context, considerable learning situations, nor did it have significant meaning in the daily lives of the participants. In order to counteract this tendency, various holistic and integrative proposals for co-construction of the outdoor space were planned, such as a sandbox, a cardboard house, a treasure chest, and others. The impact evaluation of this study was based on the alliance between the children’s new productions and the observations resulting from the remodelling of the outdoor space, which is now used as a quality educational context, where children can, through play, experience diverse possibilities of action, being subjects and agents of their own educational process.
These days, it is increasingly sought that formal education be an integral part of the process of integral and integrated development of children. In this sense, a varied educational offer involves the promotion of the awakening of several senses, inside and outside four walls, where children can be the main characters of their educational process. This research, directed towards the sharing of roles between children and adults, regarding the organization and construction of the outdoor educational space, aimed to understand three year-old children’s behaviour, after promoting new affordances in this context. There were 24 children participating in this study, from a pre-school institution from the district of Faro. Employing a qualitative methodology, the initial stage of this study aimed to analyse the perceptions and interactions of children with and within the outdoor space, having resorted to various techniques/instruments for data collection: document analysis, semi-structured interviews, analysis of children's productions, and participant observation. The results achieved in this stage showed that the outdoor space did not provide, as an educational context, considerable learning situations, nor did it have significant meaning in the daily lives of the participants. In order to counteract this tendency, various holistic and integrative proposals for co-construction of the outdoor space were planned, such as a sandbox, a cardboard house, a treasure chest, and others. The impact evaluation of this study was based on the alliance between the children’s new productions and the observations resulting from the remodelling of the outdoor space, which is now used as a quality educational context, where children can, through play, experience diverse possibilities of action, being subjects and agents of their own educational process.
Description
Keywords
Educação pré-escolar Co-construção do espaço exterior Brincar Espaço educativo Conhecimento holístico