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Pensar a brincar: filosofia com e para crianças
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.74 MB | Adobe PDF |
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Abstract(s)
O presente relatório final da Prática de Ensino Supervisionada (PES) ilustra o percurso experienciado durante a prática de intervenção na Creche e no Jardim de Infância.
O objetivo específico desse percurso focou-se no âmbito da filosofia para/com crianças, abordando os valores e disposições - no que respeita à sala de Creche - e a filosofia na sala do Jardim de Infância.
Destaca-se a filosofia para/com crianças em que foram implementadas oportunidades de aprendizagem fundamentadas nas Orientações Curriculares para a Educação Pré-escolar e no programa de Matthew Lipman (FPC), dando resposta ao questionamento e curiosidade do grupo e, assim, estimulando a construção do seu pensamento crítico.
Metodologicamente o trabalho teve como base a investigação-ação e foram criadas diversas oportunidades de aprendizagem responsivas aos grupos de crianças e, recolhidas opiniões das crianças e das educadoras sobre o projeto desenvolvido, especificando em particular a importância da filosofia para/com crianças e do aprender a questionar e a usar o pensamento.
Esta intervenção nos contextos educativos caracterizou-se por momentos de reflexão e de análise sobre a ação educativo-pedagógica desenvolvida e sobre os dados recolhidos, possibilitando o ajuste do desenvolvimento da ação dentro da sala de acordo com as necessidades das crianças, ao longo das semanas.
Conclui-se que a criança deve participar ativamente no processo educativo e que a promoção de oportunidades de aprendizagem situadas na linha de um programa de filosofia para/com crianças a ajudam a compreender a necessidade de questionar e de pensar sobre o que a rodeia.
The present final report of the Supervised Teaching Practice (PES) illustrates the experience during the interventional practice in the day care and in the kindergarten. The specific goal of this course was to focus on the philosophy for/with children, approaching the values and dispositions - with regard to the day care room - and the philosophy - in the kindergarten room. The philosophy for/with children in which learning opportunities based on the curriculum guidelines for early childhood education and the Matthew Lipman program (FPC) were implemented, highlighting the group’s questioning and curiosity and, thus, stimulating the critical thinking. Methodologically the work was based on action research and several learning opportunities were created responsive to the groups of children, as well as the opinions of the children were collected on the Project developed, specifying in particular the importance of the philosophy for/with children and to learn to question and to use thought. This intervention in the educational contents was characterized by moments of reflection and analysis on the educational-pedagogical action developed and on the date collected, allowing the adjustment of the development of the action within the room according to the needs of the children, over the weeks. It is concluded that the child should participate actively in the educational process and that the promotion of learning opportunities along the lines of a philosophy program for children helps then to understand the need to question and think about their surrounding.
The present final report of the Supervised Teaching Practice (PES) illustrates the experience during the interventional practice in the day care and in the kindergarten. The specific goal of this course was to focus on the philosophy for/with children, approaching the values and dispositions - with regard to the day care room - and the philosophy - in the kindergarten room. The philosophy for/with children in which learning opportunities based on the curriculum guidelines for early childhood education and the Matthew Lipman program (FPC) were implemented, highlighting the group’s questioning and curiosity and, thus, stimulating the critical thinking. Methodologically the work was based on action research and several learning opportunities were created responsive to the groups of children, as well as the opinions of the children were collected on the Project developed, specifying in particular the importance of the philosophy for/with children and to learn to question and to use thought. This intervention in the educational contents was characterized by moments of reflection and analysis on the educational-pedagogical action developed and on the date collected, allowing the adjustment of the development of the action within the room according to the needs of the children, over the weeks. It is concluded that the child should participate actively in the educational process and that the promotion of learning opportunities along the lines of a philosophy program for children helps then to understand the need to question and think about their surrounding.
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Keywords
Crianças Educação Pré-Escolar Filosofia Pensamento crítico Children Preschool education Philosophy Critical thinking