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Publication
A literatura infantil e o cinema: ferramentas pedagógicas geradoras de aprendizagens na educação de infância
Abstract(s)
O presente relatório pretende demonstrar que a Literatura Infantil (LI), embora se assuma como um sistema artístico por excelência, com uma clara função estética, pode ser um recurso pedagógico que potencie, em particular no Jardim de infância, uma abordagem de projeto que interseccione, de forma transversal, as várias áreas de conteúdo plasmadas nas Orientações Curriculares para Educação Pré-Escolar (OCEPE): Formação Pessoal e Social, Expressão e Comunicação e Conhecimento do Mundo. Com efeito, através do livro, e da leitura intersemiótica e articulada dos dois códigos que nele se interligam de forma congruente e harmoniosa – o verbal e o icónico -, existe a possibilidade de abordar de forma holística, significativa e com intencionalidade educativa todas as áreas e todos os domínios e subdomínios referidos nas OCEPE e, além disso, conseguirmos potencializar outros recursos, como sucede com o Cinema, igualmente importantes para uma prática pedagógica diversificada e geradora de aprendizagens significativas para as crianças, sobretudo ao nível dos valores humanos mas também em termos estéticos.
As histórias escolhidas, a leitura expressiva das mesmas e a exploração a partir das atividades permitiram-nos concluir que o grupo se implicou de forma ativa e dinâmica, tendo sido notório o bem-estar das crianças e a sua evolução em termos de aprendizagens adquiridas e consolidadas em todas as áreas e em todos os domínios, como procuraremos demonstrar neste relatório.
This report aims to demonstrate that Children's Literature, although it is an artistic system par excellence, with a clear aesthetic function, can be a pedagogical resource that, in a transversal way, enhances, particularly in kindergarten, a project approach that intersects, transversely, the various content areas outlined in the Curricular Guidelines for Preschool Education: Personal and Social Development, Expression and Communication and Knowledge of the World. In fact, through the book, and the intersemiotic and articulated reading of the two codes - the verbal and the iconic - that interconnect, in a congruent and harmonious way, there is the possibility of addressing holistically, meaningfully and with educational intentionality all areas and all domains and sub-domains mentioned in the Curricular Guidelines for Preschool Education and, in addition, we can leverage other resources, such as Cinema, which are equally important for a diversified pedagogical practice that generates significant learning for children, especially in terms of human values but also in aesthetic terms. The chosen stories, their expressive reading, and the analysis of the activities allowed us to conclude that the group was involved actively and dynamically, and the well-being of the children and their evolution in terms of acquired and consolidated learning in all areas and domains was evident, as we will try to demonstrate in this report.
This report aims to demonstrate that Children's Literature, although it is an artistic system par excellence, with a clear aesthetic function, can be a pedagogical resource that, in a transversal way, enhances, particularly in kindergarten, a project approach that intersects, transversely, the various content areas outlined in the Curricular Guidelines for Preschool Education: Personal and Social Development, Expression and Communication and Knowledge of the World. In fact, through the book, and the intersemiotic and articulated reading of the two codes - the verbal and the iconic - that interconnect, in a congruent and harmonious way, there is the possibility of addressing holistically, meaningfully and with educational intentionality all areas and all domains and sub-domains mentioned in the Curricular Guidelines for Preschool Education and, in addition, we can leverage other resources, such as Cinema, which are equally important for a diversified pedagogical practice that generates significant learning for children, especially in terms of human values but also in aesthetic terms. The chosen stories, their expressive reading, and the analysis of the activities allowed us to conclude that the group was involved actively and dynamically, and the well-being of the children and their evolution in terms of acquired and consolidated learning in all areas and domains was evident, as we will try to demonstrate in this report.
Description
Keywords
Educação de infância Prática pedagógica Literatura Infantil Cinema Projeto Early Childhood Education Pedagogical Practice Children's Literature Project