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A Literatura para a Infância como Recurso para uma Integração Curricular: Álbuns no Pré-Escolar
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O presente estudo observacional desenvolveu-se ao longo de quatro meses, de
dezembro até março, durante os quais foram realizadas nove observações. Através deste
estudo, procurou-se compreender de que forma os álbuns infantis podem ser um recurso
estratégico eficaz para a integração curricular nas escolas. Reconhecendo que a
utilização dos álbuns na educação é uma estratégia pedagógica valiosa para o
desenvolvimento social, emocional e intelectual das crianças, este trabalho pretendeu
explorar as suas potencialidades em contexto de educação pré-escolar, numa sala de
crianças de 5 anos. Os álbuns foram utilizados para promover a transversalidade
curricular, com o intuito de fomentar aprendizagens em diversas áreas do saber. Com base
numa metodologia qualitativa, implementou-se uma investigação-ação, com recurso a
dois instrumentos de recolha de dados: registo de observação direta e notas de campo.
Para a análise de dados, foi aplicada a análise de conteúdo com base em categorias
definidas previamente, relacionadas com o envolvimento das crianças, a participação nas
atividades, a expressão oral e a mobilização de saberes nas diferentes áreas de conteúdo.
Os principais resultados evidenciaram que a utilização sistemática de álbuns infantis
favoreceu o envolvimento ativo das crianças nas atividades propostas, promoveu a
articulação entre diferentes áreas do saber nomeadamente a linguagem, o conhecimento
do mundo, a expressão plástica e o pensamento lógico, e potenciou momentos de reflexão,
partilha e desenvolvimento do pensamento crítico.
This observational study was carried out over a period of four months, from December to March, during which nine observations were conducted. The aim of this study was to understand how children's stories can serve as an effective strategic resource for curricular integration in schools. Recognising that the use of stories in education is a valuable pedagogical strategy for the social, emotional, and intellectual development of children, this work sought to explore their potential in the context of preschool education, specifically in a classroom of five-year-old children. The stories were used to promote curricular transversality, with the aim of fostering learning across various areas of knowledge. Based on a qualitative methodology, an action-research approach was implemented, using two data collection tools: direct observation records and field notes. For data analysis, content analysis was applied based on pre-defined categories related to children's engagement, participation in activities, oral expression, and the mobilisation of knowledge across different content areas. The main results showed that the systematic use of children's stories enhanced the active engagement of children in the proposed activities, promoted the articulation between different areas of knowledge – namely language, world knowledge, artistic expression, and logical thinking – and fostered moments of reflection, sharing, and the development of critical thinking.
This observational study was carried out over a period of four months, from December to March, during which nine observations were conducted. The aim of this study was to understand how children's stories can serve as an effective strategic resource for curricular integration in schools. Recognising that the use of stories in education is a valuable pedagogical strategy for the social, emotional, and intellectual development of children, this work sought to explore their potential in the context of preschool education, specifically in a classroom of five-year-old children. The stories were used to promote curricular transversality, with the aim of fostering learning across various areas of knowledge. Based on a qualitative methodology, an action-research approach was implemented, using two data collection tools: direct observation records and field notes. For data analysis, content analysis was applied based on pre-defined categories related to children's engagement, participation in activities, oral expression, and the mobilisation of knowledge across different content areas. The main results showed that the systematic use of children's stories enhanced the active engagement of children in the proposed activities, promoted the articulation between different areas of knowledge – namely language, world knowledge, artistic expression, and logical thinking – and fostered moments of reflection, sharing, and the development of critical thinking.