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Entre pincéis e folhas: A natureza como palco de interação entre crianças de 3 anos
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O presente relatório de investigação, inserido no Mestrado em Educação Pré-Escolar, tem como objetivo compreender de que forma o contacto com a natureza e a exploração artística contribuem para o desenvolvimento das interações sociais em crianças com três anos. O estudo baseia-se na abordagem pedagógica de Reggio Emilia, que reconhece a criança como protagonista do seu processo de aprendizagem e valoriza o ambiente como terceiro educador.
A investigação decorreu num jardim de infância com um grupo de dezoito crianças de diferentes nacionalidades. A metodologia seguida foi qualitativa, com cariz interpretativo, recorrendo-se à observação participante e à realização de uma entrevista semiestruturada à educadora titular do grupo. As propostas pedagógicas implementadas incluíram atividades como o móbil outonal, Land Art, pintura mágica e oferta natalícia, tendo sido planeadas com base nos interesses e necessidades observados no grupo. Os resultados evidenciam que os contextos naturais e artísticos potenciaram significativamente as interações entre pares, promovendo a partilha, a cooperação e a empatia. Verificou-se uma evolução progressiva no envolvimento das crianças nas atividades, bem como no modo como se relacionavam entre si e com o ambiente. Conclui-se que integrar a natureza e a arte na prática educativa favorece não só o desenvolvimento relacional, como também o bem-estar e a autonomia das crianças. Este estudo reforça a importância da intencionalidade pedagógica, da escuta ativa e da criação de ambientes ricos e estimulantes.
This research report, part of the Master's Degree in Preschool Education, aims to understand how contact with nature and artistic exploration contribute to the development of social interactions among three-year-old children. The study is grounded in the Reggio Emilia educational approach, which views the child as the protagonist of their learning process and values the environment as the third educator. The research took place in a preschool with a group of eighteen children from various nationalities. A qualitative and interpretative methodology was adopted, based on participant observation and a semi-structured interview with the classroom teacher. The pedagogical proposals implemented included activities such as an autumn mobile, Land Art, magic painting, and Christmas gift-making, all designed around the observed interests and needs of the group. The results show that natural and artistic contexts significantly enhanced peer interactions, fostering sharing, cooperation, and empathy. A progressive evolution was noted in the children's engagement in the activities and in their ways of relating to each other and their environment. It is concluded that integrating nature and art into educational practice supports not only social development but also the well-being and autonomy of children. This study highlights the importance of pedagogical intentionality, active listening, and the creation of rich and stimulating environments.
This research report, part of the Master's Degree in Preschool Education, aims to understand how contact with nature and artistic exploration contribute to the development of social interactions among three-year-old children. The study is grounded in the Reggio Emilia educational approach, which views the child as the protagonist of their learning process and values the environment as the third educator. The research took place in a preschool with a group of eighteen children from various nationalities. A qualitative and interpretative methodology was adopted, based on participant observation and a semi-structured interview with the classroom teacher. The pedagogical proposals implemented included activities such as an autumn mobile, Land Art, magic painting, and Christmas gift-making, all designed around the observed interests and needs of the group. The results show that natural and artistic contexts significantly enhanced peer interactions, fostering sharing, cooperation, and empathy. A progressive evolution was noted in the children's engagement in the activities and in their ways of relating to each other and their environment. It is concluded that integrating nature and art into educational practice supports not only social development but also the well-being and autonomy of children. This study highlights the importance of pedagogical intentionality, active listening, and the creation of rich and stimulating environments.
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Natureza Arte Interação Reggio Emilia Educação Pré-Escolar