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Conexões criativas: a interrelação entre a matemática e as artes visuais no 1.º ciclo do ensino básico
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| 3.92 MB | Adobe PDF |
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O presente relatório foi desenvolvido no âmbito da Unidade
Curricular Estágio IV, do Mestrado em Educação Pré-Escolar e Ensino do
1º Ciclo do Ensino Básico (CEB), numa turma de 3.º ano. O objetivo principal
é compreender os contributos da articulação da educação artística e da
matemática nas aprendizagens de alunos do 3.º ano do 1.º CEB. Para
fundamentar a pesquisa, foi realizada uma revisão sobre os temas
abordados na proposta pedagógica.
A metodologia adotada é de natureza qualitativa e os dados foram
recolhidos por meio de observação participante, recolha documental e
entrevista semi-estruturada. A proposta pedagógica envolveu quatro tarefas
principais com o propósito de promover aprendizagens de forma integrada.
Os resultados evidenciam que, no geral, as crianças mobilizaram
conhecimentos no âmbito da geometria, realizaram aprendizagens no
âmbito do pensamento computacional, bem como nas artes, evidenciando
entusiasmo pela exploração de objetos e materiais. As respostas dos alunos
no âmbito da entrevista indicam que a integração entre disciplinas gerou
interesse e satisfação.
This report was developed as part of the Internship IV curricular unit within the Master’s Program in Preschool and Primary Education, focusing on a third-grade class. The primary objective is to understand the contributions of integrating artistic education and mathematics into the learning processes of third-grade students in primary education. To support this research, a literature review was conducted on the themes addressed in the pedagogical proposal. The adopted methodology is qualitative, with data collected through participant observation, document analysis, and semistructured interviews. The pedagogical proposal comprised four main tasks aimed at promoting integrated learning experiences. The results demonstrate that, overall, the children applied knowledge in geometry, developed computational thinking skills, and made progress in artistic education. The students showed enthusiasm for exploring objects and materials. Interview responses revealed that the interdisciplinary integration fostered increased interest and satisfaction.
This report was developed as part of the Internship IV curricular unit within the Master’s Program in Preschool and Primary Education, focusing on a third-grade class. The primary objective is to understand the contributions of integrating artistic education and mathematics into the learning processes of third-grade students in primary education. To support this research, a literature review was conducted on the themes addressed in the pedagogical proposal. The adopted methodology is qualitative, with data collected through participant observation, document analysis, and semistructured interviews. The pedagogical proposal comprised four main tasks aimed at promoting integrated learning experiences. The results demonstrate that, overall, the children applied knowledge in geometry, developed computational thinking skills, and made progress in artistic education. The students showed enthusiasm for exploring objects and materials. Interview responses revealed that the interdisciplinary integration fostered increased interest and satisfaction.
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Educação Artística Artes Visuais Matemática Geometria Pensamento Computacional Art Education Visual Arts Mathematics Geometry Computational Thinking