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Matemática e educação artística na Educação de Infância
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Orientador(es)
Resumo(s)
O presente estudo tem como objetivo discutir a importância de realizar atividades
interdisciplinares, em contexto de creche e jardim de infância, através de propostas que
articulam conhecimentos do domínio da Matemática e da Educação Artística. Mais
concretamente, pretende-se compreender de que modo a exploração de propostas
interdisciplinares e articuladas envolvendo estes domínios contribuem para o
desenvolvimento de aprendizagens das crianças.
A revisão de literatura foca-se numa discussão sobre as aprendizagens e
desenvolvimento infantil, quer no âmbito da Matemática, quer no da Educação Artística
Termina com uma abordagem articulada entre os dois domínios numa perspetiva
interdisciplinar.
No que concerne à metodologia, este estudo consagra uma abordagem qualitativa
de investigação. Decorrente das componentes reflexiva e interventiva deste estudo,
assume-se como uma investigação-ação. Os dados foram recolhidos através da
observação participante e da recolha documental.
Os resultados apontam favoravelmente para a abordagem interdisciplinar entre o
domínio da Matemática e da Educação Artística, na medida em que esta contribui para o
envolvimento das crianças na atividade matemática e artística. Em particular, a
exploração de propostas que têm subjacente a associação de um padrão visual a um
padrão rítmico potencia: (i) o reconhecimento e a reprodução de padrões rítmicos; (ii) a
representação de padrões a partir de uma sequência rítmica expressa através de
movimentos corporais; (iii) o desenvolvimento da noção de unidade padrão; e (iv) o
desenvolvimento do conhecimento das figuras geométricas quando os padrões visuais são
por elas constituídos.
This study aims to discuss the importance of carrying out interdisciplinary activities, in the context of daycare and kindergarten, through proposals that articulate knowledge in the field of Mathematics and Art Education. More specifically, it is intended to understand how the exploration of interdisciplinary and articulated proposals involving these domains contribute to the development of children's learning. The literature review focuses on a discussion about child learning and development, both in Mathematics and in Art Education. It ends with an articulated approach between the two domains in an interdisciplinary perspective. Regarding methodology, this study enshrines a qualitative research approach. Resulting from the reflexive and interventional components of this study, it is assumed as an action-research. Data were collected through participant observation and document collection. The results favorably point to the interdisciplinary approach between the domain of Mathematics and Art Education, as this contributes to the involvement of children in mathematical and artistic activity. In particular, the exploration of proposals that have underlying the association of a visual pattern with a rhythmic pattern enhances: (i) the recognition and reproduction of rhythmic patterns; (ii) the representation of patterns from a rhythmic sequence expressed through body movements; (iii) the development of the notion of standard unit; and (iv) the development of knowledge of geometric figures when visual patterns are constituted by them.
This study aims to discuss the importance of carrying out interdisciplinary activities, in the context of daycare and kindergarten, through proposals that articulate knowledge in the field of Mathematics and Art Education. More specifically, it is intended to understand how the exploration of interdisciplinary and articulated proposals involving these domains contribute to the development of children's learning. The literature review focuses on a discussion about child learning and development, both in Mathematics and in Art Education. It ends with an articulated approach between the two domains in an interdisciplinary perspective. Regarding methodology, this study enshrines a qualitative research approach. Resulting from the reflexive and interventional components of this study, it is assumed as an action-research. Data were collected through participant observation and document collection. The results favorably point to the interdisciplinary approach between the domain of Mathematics and Art Education, as this contributes to the involvement of children in mathematical and artistic activity. In particular, the exploration of proposals that have underlying the association of a visual pattern with a rhythmic pattern enhances: (i) the recognition and reproduction of rhythmic patterns; (ii) the representation of patterns from a rhythmic sequence expressed through body movements; (iii) the development of the notion of standard unit; and (iv) the development of knowledge of geometric figures when visual patterns are constituted by them.
Descrição
Palavras-chave
Interdisciplinaridade Matemática Educação Artística Educação de Infância Interdisciplinarity Mathematics Artistic Education Childhood Education