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Dinamizar o uso dos cinco sentidos elementares na resolução de problemas na Educação Pré-Escolar
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Abstract(s)
O presente relatório foi desenvolvido no âmbito da unidade curricular de Prática de Ensino Supervisionada, em contexto de jardim de infância, numa Instituição Particular
de solidariedade Social (I. P. S. S.), em Faro. O estudo teve como principal objetivo trabalhar a utilização dos cinco sentidos integrada numa abordagem de resolução de
problemas. Participaram no estudo 25 crianças, das quais, nove do sexo feminino e dezasseis do sexo masculino, na faixa etária dos 3-4 anos. A investigadora organizou as
crianças em grupos de 2, 3 ou 4 crianças, dependendo da atividade a realizar. A estratégia investigativa e de intervenção didática desenvolveu-se em 5 etapas que incluíram: uma análise documental; uma entrevista semiestruturada; uma etapa diagnóstico; fase de sensibilização para o tema através da leitura mediada da história intitulada Vamos ajudar os cinco sentidos, escrita pela investigadora e a fase de avaliação da aprendizagem. As questões que motivaram a investigação, foram: As crianças têm perceção de que utilizam os cinco sentidos elementares na resolução de problemas? e Podemos aperfeiçoar o uso dos cinco sentidos elementares na resolução de problemas?.
Para tentar dar resposta a estas questões idealizaram-se problemas cuja resolução exija apenas o uso de um dos cinco sentidos elementares e tentou-se perceber se a resolução de problemas promove a aprendizagem relacionada com os sistemas sensoriais. O estudo em questão baseou-se numa metodologia de cariz qualitativo, recorrendo a um paradigma interpretativo e a recolha de dados foi efetuada com recurso a análise documental, pesquisa bibliográfica, observação, notas de campo, registos audiovisuais e entrevistas semiestruturadas. Recorreu-se a uma abordagem prática com a participação das crianças em diferentes atividades sensoriais que eram acompanhadas de evidências que permitiam compreender qual a resposta ao enigma. Os resultados revelaram que a prestação das crianças na resolução da atividade enigma, cuja resolução requeria o uso do tato, foi a mais elevada, tendo 24 participantes resolvido o enigma. Constatou-se também que a capacidade de resolução dos enigmas melhorou com a prática das atividades, não se tendo observado, contudo, uma evolução linear. É, por isso, aconselhável que se incentive ao uso de todos os sentidos e ao reconhecimento das partes do corpo que estão associadas.
This report was developed as part of the curriculum unit "Supervised Teaching Practice", in a kindergarten setting, in a Private Institution of Social Solidarity (I.P.S.S.), in Faro. The main aim of the study was to work on the use of the five senses as part of a problem-solving approach. Twenty-five children took part in the study, nine female and sixteen male, aged 3-4. The researcher organised the children into groups of 2, 3 or 4 children depending on the activity to be carried out. The research and pedagogical intervention strategy was carried out in five phases: documentary analysis; semi-structured interview; diagnostic phase; awareness phase through mediated reading of the story "Let's help the five senses" written by the researcher; and learning evaluation phase. The questions that motivated the research were Are children aware that they use the five basic senses in problem solving? and Can we improve the use of the five basic senses in problem solving? In an attempt to answer these questions, problems were devised that required the use of only one of the five basic senses, and an attempt was made to understand whether problem solving promotes learning related to the sensory systems. The study in question was based on a qualitative methodology using an interpretive paradigm and data was collected through document analysis, bibliographic research, observation, field notes, audio-visual recordings and semi-structured interviews. A hands-on approach was used, with the children participating in various sensory activities, accompanied by evidence that allowed us to understand the answer to the puzzle. The results showed that the children performed best on the puzzle activity that required the use of touch, with 24 participants solving the puzzle. It was also found that the ability to solve puzzles improved with practice of the activities, although there was no linear development. It is therefore advisable to encourage the use of all the senses and the recognition of the body parts involved.
This report was developed as part of the curriculum unit "Supervised Teaching Practice", in a kindergarten setting, in a Private Institution of Social Solidarity (I.P.S.S.), in Faro. The main aim of the study was to work on the use of the five senses as part of a problem-solving approach. Twenty-five children took part in the study, nine female and sixteen male, aged 3-4. The researcher organised the children into groups of 2, 3 or 4 children depending on the activity to be carried out. The research and pedagogical intervention strategy was carried out in five phases: documentary analysis; semi-structured interview; diagnostic phase; awareness phase through mediated reading of the story "Let's help the five senses" written by the researcher; and learning evaluation phase. The questions that motivated the research were Are children aware that they use the five basic senses in problem solving? and Can we improve the use of the five basic senses in problem solving? In an attempt to answer these questions, problems were devised that required the use of only one of the five basic senses, and an attempt was made to understand whether problem solving promotes learning related to the sensory systems. The study in question was based on a qualitative methodology using an interpretive paradigm and data was collected through document analysis, bibliographic research, observation, field notes, audio-visual recordings and semi-structured interviews. A hands-on approach was used, with the children participating in various sensory activities, accompanied by evidence that allowed us to understand the answer to the puzzle. The results showed that the children performed best on the puzzle activity that required the use of touch, with 24 participants solving the puzzle. It was also found that the ability to solve puzzles improved with practice of the activities, although there was no linear development. It is therefore advisable to encourage the use of all the senses and the recognition of the body parts involved.
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Keywords
Cinco sentidos elementares Resolução de problemas Educação em ciências