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A EXPRESSÃO PLÁSTICA EM INTERDISCIPLINARIEDADE COM AS OUTRAS ÁREAS DE CONTEÚDO E CRIANÇAS DE 3-6 ANOS
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Abstract(s)
O presente estudo debruçou-se sobre a expressão plástica em interdisciplinariedade com
as outras áreas de conteúdo, trabalho este realizado com crianças de 3-6 anos. Este tema surgiu
por um lado pela minha paixão pela expressão plástica, mas também pelo interesse em perceber a
importância da mesma na educação pré-escolar, bem como da interdisciplinariedade com as
outras áreas do saber, ou seja até que ponto a interdisciplinariedade ligada à expressão plástica
serve de fio condutor para as demais aprendizagens emergentes das outras áreas de
conhecimento. Ao longo do meu percurso académico e profissional sempre observei que qualquer
que fosse o tema relacionado com qualquer área de conteúdo em que a educadora recorre-se ao
uso da expressão plástica para dar inicio à atividade, ou seja , por exemplo uma atividade que
abordasse o tema dos dinossauros e a educadora levasse uns dinossauros em 3D feitos com
materiais de plástica em vez de simples imagens para as crianças verem, as crianças ganhavam
um maior interesse e entusiasmo em aprender mais sobre o tema do que as atividades que apenas
recorriam ao conhecimento teórico como se fosse o caso das imagens.
Com a realização de um dos meus estágios académicos, optei por realizar um estudo a
partir de um dos estágios já realizados por mim que fizesse emergir as estratégias que
impulsionam e promovem o desenvolvimento das crianças através de atividades que recorrem à
expressão plástica em interdisciplinariedade com outras áreas de conteúdo.
Ao longo do estágio realizado foram estruturadas e planeadas atividades que visaram
promover a interdisciplinaridade, assim como, explorar um conjunto de materiais e recursos
didáticos, em simultâneo com a expressão plástica com o intuito de potencializar novos
conhecimentos e saberes às crianças.
Para aprofundar com mais precisão o tema deste estudo, de todas as atividades realizadas
no estágio escolhi três atividades realizadas com a sala dos 3 anos para constatar a importância da
expressão plástica em interdisciplinaridade com as outras áreas do saber do pré-escolar. Com as
atividades realizadas pude comprovar que a interdisciplinaridade é valorizada no domínio das
práticas pedagógicas, por se revelar uma estratégia didática de sucesso tornando as aprendizagens
das crianças mais ricas e diversificadas.
Contudo, ao introduzir a interdisciplinaridade nas intervenções pedagógicas apercebi-me
que, quer seja na Educação Pré-Escolar, ou no 1º Ciclo do Ensino Básico, as crianças/alunos
conseguem alcançar múltiplas aprendizagens ao se apropriarem de um conjunto de conhecimentos que se interligam entre si, como foi o caso das atividades desenvolvidas a partir
da expressão plástica, ao invés de situações em que o saber é ensinado de forma segmentada.
The present study focused on plastic expression in interdisciplinarity with the other content areas, conducted with children aged 3-6 years. This theme arose because of my passion for plastic expression, but also for the interest in realizing its importance in pre-school education, as well as interdisciplinarity with other areas of knowledge, meaning to what extent interdisciplinarity linked to expression plastic serves as a guiding thread for other learnings emerging from other areas of knowledge. Throughout my academic and professional path, I have always observed that activities that resorted to the use of plastic expression stimulated children much more in terms of their development than activities that only resorted to theoretical knowledge. In one of my academic internships, I chose to carry out a study based on another internship already carried out by me in order to bring out the strategies that drive and promote the development of children through activities that use plastic expression in interdisciplinarity with others content areas. Throughout the internship, activities were structured and planned to promote interdisciplinarity, as well as to explore a set of materials and teaching resources, simultaneously with plastic expression in order to enhance new knowledge areas for children. In order to deepen the topic of this study, of all the activities carried out in the internship, I chose three activities carried out with the 3-year-old classroom to see the importance of plastic expression in interdisciplinarity with other areas of pre-school knowledge. With the activities carried out I came to the conclusion that interdisciplinarity is valued in the domain of pedagogical practices, as it proves to be a successful didactic strategy making children's learning richer and more diversified. However, when introducing interdisciplinarity in pedagogical interventions I realized that, whether in Pre-School Education, or in the primary school, children / students are able to achieve multiple learnings by appropriating a set of knowledge that is interconnect with each other, as was the case with activities developed from plastic expression, instead of situations in which knowledge is taught in a segmented way.
The present study focused on plastic expression in interdisciplinarity with the other content areas, conducted with children aged 3-6 years. This theme arose because of my passion for plastic expression, but also for the interest in realizing its importance in pre-school education, as well as interdisciplinarity with other areas of knowledge, meaning to what extent interdisciplinarity linked to expression plastic serves as a guiding thread for other learnings emerging from other areas of knowledge. Throughout my academic and professional path, I have always observed that activities that resorted to the use of plastic expression stimulated children much more in terms of their development than activities that only resorted to theoretical knowledge. In one of my academic internships, I chose to carry out a study based on another internship already carried out by me in order to bring out the strategies that drive and promote the development of children through activities that use plastic expression in interdisciplinarity with others content areas. Throughout the internship, activities were structured and planned to promote interdisciplinarity, as well as to explore a set of materials and teaching resources, simultaneously with plastic expression in order to enhance new knowledge areas for children. In order to deepen the topic of this study, of all the activities carried out in the internship, I chose three activities carried out with the 3-year-old classroom to see the importance of plastic expression in interdisciplinarity with other areas of pre-school knowledge. With the activities carried out I came to the conclusion that interdisciplinarity is valued in the domain of pedagogical practices, as it proves to be a successful didactic strategy making children's learning richer and more diversified. However, when introducing interdisciplinarity in pedagogical interventions I realized that, whether in Pre-School Education, or in the primary school, children / students are able to achieve multiple learnings by appropriating a set of knowledge that is interconnect with each other, as was the case with activities developed from plastic expression, instead of situations in which knowledge is taught in a segmented way.
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Keywords
interdisciplinaridade; expressão plástica; artes; estratégias de ensino interdisciplinarity; plastic expression; Art; teaching program