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O lugar da expressão plástica na educação pré-escolar e no ensino do 1.º Ciclo
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Abstract(s)
O currículo da Educação de Infância refere, no seu enquadramento, que um dos objetivos deste nível de ensino é "desenvolver a expressão e a comunicação através da utilização de linguagens múltiplas como meios de relação, de informação, de sensibilização estética e de compreensão do mundo" (Ministério da Educação, 1997, p.15). A Expressão Plástica assume-se como uma destas linguagens e tem, nos primeiros anos de escolaridade (Pré-Escolar e 1.º Ciclo), uma importância significativa, pois permite à criança, através do acesso a diferentes materiais e formas de exploração dos mesmos, desenvolver a imaginação, o sentido estético e o seu conhecimento do mundo. Também, nos Princípios Orientadores da Organização Curricular e Programas 1.º Ciclo do Ensino Básico se considera que, quer a manipulação, quer a realização de experiências com materiais, formas e cores diferentes, permitem às crianças desenvolver "formas pessoais de expressar o seu mundo inteiro e de representar a realidade” (Ministério da Educação, 2004, p.89).
Ao longo dos anos de licenciatura e no primeiro ano de mestrado, verificámos que este domínio, tão importante, é muitas vezes relevado para um papel secundário, sendo mesmo subalternizado em relação aos restantes, como é o caso, no primeiro ciclo, da Matemática ou do Português. Justifica-se assim a opção por um estudo dedicado à Expressão Plástica.
A presente investigação surge, assim, no âmbito da Educação Pré-Escolar e do 1.º Ciclo do Ensino Básico, e pretende contribuir para a reflexão acerca da importância atribuída à Expressão Plástica pelos profissionais destes dois níveis de ensino.
Metodologicamente, este estudo assume uma abordagem qualitativa, procurando estudar em maior profundidade as conceções dos participantes no estudo, sendo estes seis profissionais de Educação, três educadoras e três professoras. Relativamente a cada um dos níveis de ensino, selecionámos uma profissional em início de carreira, uma a meio, e outra no final de carreira. Com esta escolha pretendia-se perceber se o tempo de serviço das entrevistadas tinha influência nas suas conceções acerca da temática em estudo.
Para a obtenção das respostas às questões de partida desta investigação procedeu-se à análise documental e à entrevista semiestruturada às educadoras e professoras de 1.º Ciclo do Ensino Básico.
O estudo permitiu constatar que a Expressão Plástica é valorizada, tanto por
educadores como por professores do 1.º Ciclo e que a mesma é integrada, de forma regular, nas suas planificações, tendo os profissionais noção da importância que esta área curricular desempenha no desenvolvimento das crianças.
The curriculum's Childhood Education refers in its framework, that one of the objectives of this educational level is "Developing the expression and the communication through the use of multiple languages as relationship means of information, aesthetic awareness and understanding of the world" (Ministry of Education, 1997, p.15). The Artistic Expression is assumed as one of these languages and has, in the early years of schooling (Preschool and 1st Cycle) a significant importance because it allows the child through access to different materials and forms of exploration, develop imagination, aesthetic sense and his knowledge of the world. Also, the Guiding Principles of Organization Curriculum and Programs of the 1st cycle of basic education it is considered that whether manipulation or conducting experiments with materials, different shapes and colors, allows the children to develop "personal ways to express your entire world and to represent reality" (Ministry of Education, 2004, p.89). Over the years of graduation and first year Master, we verified that this area is so important, it is often subsumed to a secondary role, and even subordinate for the remaining, as is the case in the first cycle of, mathematics or Portuguese. It is justified so the choice of a study dedicated to Artistic Expression. This researche appears, thereby, within the pre-school education and 1st cycle of basic education, and aims to contribute to the reflection on the importance given to Artistic Expression by professionals of these two levels of education. Methodologically this study assumes a qualitative approach, looking to study in greater depth the views of participants in the study, these being six professionals of Education, three kindergarten teacher and three teachers. For each of the levels of education, we selected a professional early-stage, one half and one at the end of career. With this choice intended to understand if the interviewed service time had influence on their conceptions about the theme under the study. To obtain answers to initial questions of this investigation we proceeded to the documentary analysis and semi-structured interview to childhood educators and teachers. Results pointed out that the Plastic Expression is valued both by educators and by the 1st Cycle teachers and that it is integrated on a regular basis in their lesson plans, and professional sense of the importance of this curriculum area plays in development children.
The curriculum's Childhood Education refers in its framework, that one of the objectives of this educational level is "Developing the expression and the communication through the use of multiple languages as relationship means of information, aesthetic awareness and understanding of the world" (Ministry of Education, 1997, p.15). The Artistic Expression is assumed as one of these languages and has, in the early years of schooling (Preschool and 1st Cycle) a significant importance because it allows the child through access to different materials and forms of exploration, develop imagination, aesthetic sense and his knowledge of the world. Also, the Guiding Principles of Organization Curriculum and Programs of the 1st cycle of basic education it is considered that whether manipulation or conducting experiments with materials, different shapes and colors, allows the children to develop "personal ways to express your entire world and to represent reality" (Ministry of Education, 2004, p.89). Over the years of graduation and first year Master, we verified that this area is so important, it is often subsumed to a secondary role, and even subordinate for the remaining, as is the case in the first cycle of, mathematics or Portuguese. It is justified so the choice of a study dedicated to Artistic Expression. This researche appears, thereby, within the pre-school education and 1st cycle of basic education, and aims to contribute to the reflection on the importance given to Artistic Expression by professionals of these two levels of education. Methodologically this study assumes a qualitative approach, looking to study in greater depth the views of participants in the study, these being six professionals of Education, three kindergarten teacher and three teachers. For each of the levels of education, we selected a professional early-stage, one half and one at the end of career. With this choice intended to understand if the interviewed service time had influence on their conceptions about the theme under the study. To obtain answers to initial questions of this investigation we proceeded to the documentary analysis and semi-structured interview to childhood educators and teachers. Results pointed out that the Plastic Expression is valued both by educators and by the 1st Cycle teachers and that it is integrated on a regular basis in their lesson plans, and professional sense of the importance of this curriculum area plays in development children.
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Keywords
Expressão Plástica Educação Pré-Escolar Ensino do 1.º Ciclo do Ensino Básico Educador/Professor Plastic Expression Preschool Education 1st Cycle Education Educator / Teacher