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- A trupe do mar em andanças pela escola" : um projeto interdisciplinar e intergeracional no 2º ciclo do ensino básicoPublication . Cabral Mendes, Pedro; Rebelo Leandro, CristinaEste trabalho tem como finalidade relatar uma experiência educativa interdisciplinar e intergeracional no 2.ºCiclo do Ensino Básico. Participaram os alunos de uma turma do 5.ºano de uma Escola do Ensino Básico 2,3 e os idosos de um Centro de dia da cidade de Coimbra. Este projeto intitulado “A trupe do mar em andanças pela escola” desenrolou-se durante o ano letivo 2017/18, terminando com uma apresentação final à comunidade. O projeto, desenvolvido no âmbito da Educação Cívica, com a colaboração da Biblioteca Escolar, contemplou práticas integradas com a escrita criativa, a dança criativa e a música, entre os alunos e os idosos, tendo como tema aglutinador a obra literária A Menina do Mar, de Sophia Andresen. Destacam-se dois momentos no processo de trabalho: 1) Na Oficina de Escrita Criativa, os alunos da turma reescreveram a história em quadras (outubro a dezembro); e, 2) A Oficina de Dança Criativa (janeiro a junho) pretendeu que alunos e idosos materializassem através de movimentos expressivos/criativos as partes da história, construindo composições dançadas que tiveram como elemento condutor as quadras musicadas. Ao longo deste processo de criação artística/composição coletiva estiveram subjacentes os quatro pilares da Educação para o Século XXI, com a construção e a partilha dos saberes entre alunos (“netos”) e idosos (“avós”): aprenderam a conhecer, a fazer, a viver juntos e a ser. Foi gratificante sentir o grupo crescer, no sentido da pertença, da ajuda, do afeto e da satisfação ao longo do projeto.
- Extended School Time: Impact on Learning and TeachingPublication . Cabral Mendes, Pedro; Rebelo Leandro, Cristina; Campos, Francisco; Fachada, Miguel; Paula, Ana; Gomes, RicardoThis paper presents and assesses the effects of an Extended School Time project (ESTp), with a working day of 8 contact hours, that aimed to develop the students as a whole in its academic, artistic, sport, social and human dimensions. Based in active and integrated pedagogical practices, the project promoted the integration of knowledges, curiosity, sense of criticism, creativity, sharing solidarity and the conviviality of students. This project was applied to a 6th grade class with 20 pupils (11.2±0.68 years old). Using a qualitative methodology, 13 semi structured interviews were applied to 3 types of participants: 6 pupils, 5 parents (42.6±4.54 years old) and 2 teachers (60±4 years old), in order to analyze their perceptions regarding the project. Results show that each group valued different aspects of the project. The pupils valued activities that emphasized challenge, communication, creativity, and autonomy, as well as activities of academic continuity. The parents focused mostly on the occupational component of Extended School Time (ESTp), and the teachers on its effects on social and self-development of the pupils. This development was reflected in an improved peer-to-peer relationship and in a greater sense of belonging to school. The convergence verified in this ESTp, between cognition and the artistic, social and sport education, sought to promote the main goal of the School, an instruction that promotes a global (including multicultural and universal) development of the pupils’ capabilitiesThis paper presents and assesses the effects of an Extended School Time project (ESTp), with a working day of 8 contact hours, that aimed to develop the students as a whole in its academic, artistic, sport, social and human dimensions. Based in active and integrated pedagogical practices, the project promoted the integration of knowledges, curiosity, sense of criticism, creativity, sharing solidarity and the conviviality of students. This project was applied to a 6th grade class with 20 pupils (11.2±0.68 years old). Using a qualitative methodology, 13 semi structured interviews were applied to 3 types of participants: 6 pupils, 5 parents (42.6±4.54 years old) and 2 teachers (60±4 years old), in order to analyze their perceptions regarding the project. Results show that each group valued different aspects of the project. The pupils valued activities that emphasized challenge, communication, creativity, and autonomy, as well as activities of academic continuity. The parents focused mostly on the occupational component of Extended School Time (ESTp), and the teachers on its effects on social and self-development of the pupils. This development was reflected in an improved peer-to-peer relationship and in a greater sense of belonging to school. The convergence verified in this ESTp, between cognition and the artistic, social and sport education, sought to promote the main goal of the School, an instruction that promotes a global (including multicultural and universal) development of the pupils’ capabilities
- Projeto criar+ : escola a tempo inteiro no 2.º ciclo do ensino básicoPublication . Cabral Mendes, Pedro; Rebelo Leandro, Cristina; Campos, Francisco; Fachada, Miguel; Santos, Ana Paula
- Interdisciplinary and Intergenerational Project, Ulisses’ Pirate: An Empirical Study in the Context of Basic EducationPublication . Cabral Mendes, Pedro; Rebelo Leandro, Cristina; Campos, Francisco; Mónico, Lisete; Parreira, Pedro; Gomes, RicardoThe aim of this study was to analyse the impact of an interdisciplinary and intergenerational educational experience in the elderly, in teachers, students and their parents or guardians. Creative Dance and Drama Workshops were articulated with Portuguese, PE, Arts and IT subjects. A total of 20 6th graders, their parents or guardians, five teachers and 15 elders participated in the study. An analysis of 194 free evocations based in the free word association technique was performed, along with 17 semi-structured interviews. From the literary texts “Os Piratas” and “Ulisses”, an expressions-based work was proposed, where drama and movement games were explored. Evocations of the central core were of Friendship, Learning, Affection, Solidarity and Interaction. Of the 264 text units analysed, interaction with the elders was highlighted. In the teachers’ perception about the subjects and workshops involved in the project, a valorisation of IT and of Portuguese was registered. It is also relevant the amount of references to values and to the Interaction with the elders. This interdisciplinary and intergenerational project has revealed itself valuable for the integral and humanistic training of the students, having also given rise to corporeal artistic and emotional experiences relevant to their well-being.