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Publication
O Referencial de educação para o desenvolvimento: as conceções do conceito de paz por um grupo de crianças de 2 a 5 anos
| Name: | Description: | Size: | Format: | |
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| 11.94 MB | Adobe PDF |
Abstract(s)
Com o surgimento de problemáticas que colocam em risco toda a humanidade, é importante sensibilizar as crianças e os jovens do país e do mundo sobre os mesmos e incentivá-los a refletir sobre formas de poder resolvê-los. Foi nesse sentido que surgiu o Referencial de Educação para o Desenvolvimento 2016, um documento de referência que promove a exploração de problemáticas da atualidade em todos os níveis e ciclos de educação e ensino, sendo um destes temas a paz.
Com este estudo pretendeu-se detetar as conceções de crianças de 2 a 5 anos acerca dos diversos significados do conceito paz, bem como averiguar se uma intervenção pedagógica contextualizada amplia os seus conhecimentos sobre os significados de paz. Para atingir estas finalidades, utilizou-se uma metodologia de cariz qualitativo, de paradigma interpretativo, recorrendo-se ao método de estudo de caso, onde se fez uso de várias técnicas e instrumentos de recolha de dados: observação participante, notas de campo, inquéritos por questionário, inquéritos por entrevista e registos audiovisuais. Participaram neste estudo vinte e cinco crianças, os respetivos encarregados de educação, duas auxiliares da ação educativa e uma educadora de infância.
Os resultados evidenciaram que, no início do estudo, as crianças não aparentavam ser conhecedoras do conceito de paz e, muito menos, dos diferentes significados que este conceito acarreta. Após a dinamização de uma intervenção pedagógica contextualizada, observou-se que as crianças demostravam outro nível de conhecimentos sobre os significados do conceito de paz, o que provou que uma intervenção pedagógica contextualizada amplia os conhecimentos de crianças de 2 a 5 anos acerca dos diversos significados deste conceito.
The 21st century is marked by the many challenges facing the world’s population daily. With the emergence of problems that put at risk all humanity, it is important to raise awareness of the children and young people of the country and the world about them and encourage them to reflect on how to be able to solve them. It was in this sense that the Development Education Guidelines 2016 emerged, a reference document that promotes the exploration of current problems at all levels and cycles of education and teaching, one of these themes being peace. The purpose of this study was to identify the concepts of children aged 2 to 5 about the different meanings of the concept of peace, as well as to determine whether a contextualized pedagogical intervention expands their knowledge about the meanings of peace. In order to achieve these objectives, a qualitative methodology of interpretative paradigm was used, using the case study method, where several techniques and instruments of data collection were used: participant observation, field notes, questionnaire surveys, interview surveys and audiovisual records. Twenty-five children, their respective guardians, two assistants of educational action and one educator participated in this study. The results showed that, at the beginning of the study, children were not aware of the concept of peace and much less of the different meanings that this concept entails. After stimulating a contextualized pedagogical intervention, it was observed that the children showed another level of knowledge about the meanings of the concept of peace, what proved that a contextualized pedagogical intervention expands the knowledge of children from 2 to 5 years old about the various meanings of the concept of peace.
The 21st century is marked by the many challenges facing the world’s population daily. With the emergence of problems that put at risk all humanity, it is important to raise awareness of the children and young people of the country and the world about them and encourage them to reflect on how to be able to solve them. It was in this sense that the Development Education Guidelines 2016 emerged, a reference document that promotes the exploration of current problems at all levels and cycles of education and teaching, one of these themes being peace. The purpose of this study was to identify the concepts of children aged 2 to 5 about the different meanings of the concept of peace, as well as to determine whether a contextualized pedagogical intervention expands their knowledge about the meanings of peace. In order to achieve these objectives, a qualitative methodology of interpretative paradigm was used, using the case study method, where several techniques and instruments of data collection were used: participant observation, field notes, questionnaire surveys, interview surveys and audiovisual records. Twenty-five children, their respective guardians, two assistants of educational action and one educator participated in this study. The results showed that, at the beginning of the study, children were not aware of the concept of peace and much less of the different meanings that this concept entails. After stimulating a contextualized pedagogical intervention, it was observed that the children showed another level of knowledge about the meanings of the concept of peace, what proved that a contextualized pedagogical intervention expands the knowledge of children from 2 to 5 years old about the various meanings of the concept of peace.
Description
Keywords
Educação para a cidadania Referencial de educação para o desenvolvimento Paz positiva Paz negativa Educação para a paz Educação pré-escolar