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Explorar, criar e aprender: o potencial dos materiais não estruturados em contextos de educação de infância
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O presente Relatório do Projeto de Investigação, intitulado “Explorar, criar e aprender. O potencial dos materiais não estruturados em contextos de educação de infância”, tem como principais objetivos compreender a importância destes materiais no desenvolvimento global das crianças e refletir sobre o papel do/a educador/a enquanto gestor/a do currículo na criação de ambientes educativos ricos, diversificados e potenciadores de aprendizagens significativas. A investigação foi desenvolvida em dois contextos educativos distintos, Creche e Jardim de Infância, permitindo analisar diferentes formas de contacto das crianças com os materiais não-estruturados. A metodologia adotada corresponde a uma investigação qualitativa, de carácter investigação-ação, seguindo os princípios da observação, reflexão e intervenção, de modo a responder à questão de investigação delineada: Como potencializar a utilização de materiais não-estruturados em creche e jardim de infância? Os procedimentos de recolha de dados utilizados incluíram a observação participante, as notas de campo, a análise documental, os registos multimédia e as entrevistas semiestruturadas às educadoras cooperantes, posteriormente tratados através da análise de conteúdo. No decorrer da investigação foram implementadas diversas propostas pedagógicas, planeadas a partir das necessidades e interesses dos grupos de crianças, que possibilitaram momentos de exploração livre, de criatividade e de construção colaborativa. Com a conclusão deste estudo, tornou-se evidente que os materiais não- estruturados são um recurso pedagógico de grande valor, capaz de promover a imaginação, a autonomia, a cooperação e o desenvolvimento de múltiplas competências. Enquanto gestores/as do currículo, os/as educadores/as têm um papel essencial na integração destes materiais nos contextos educativos, criando condições para que as crianças possam explorar, experimentar e atribuir novos significados, numa aprendizagem ativa e significativa.
This Research Project Report, entitled “Unstructured Materials in Nursery and Kindergarten: Potentialities and Challenges”, aims to understand the importance of these materials in the holistic development of children and to reflect on the role of the educator as curriculum manager in creating rich, diverse, and meaningful learning environments. The study was carried out in two different educational contexts, Nursery and Kindergarten, allowing for the analysis of children’s different forms of contact with unstructured materials. The adopted methodology corresponds to a qualitative research design, within the framework of action research, following the principles of observation, reflection, and intervention, in order to answer the research question: How can the use of unstructured materials be enhanced in nursery and kindergarten? Data collection procedures included participant observation, field notes, document analysis, multimedia records, and semi-structured interviews with cooperating educators, subsequently analyzed through content analysis. Throughout the research process, several pedagogical proposals were implemented, planned according to the needs and interests of the children, which enabled moments of free exploration, creativity, and collaborative construction. The findings of this study highlight that unstructured materials are a valuable pedagogical resource, capable of fostering imagination, autonomy, cooperation, and the development of multiple skills. As curriculum managers, educators play a key role in integrating these materials into educational contexts, creating conditions that allow children to explore, experiment, and assign new meanings, thus promoting active and meaningful learning
This Research Project Report, entitled “Unstructured Materials in Nursery and Kindergarten: Potentialities and Challenges”, aims to understand the importance of these materials in the holistic development of children and to reflect on the role of the educator as curriculum manager in creating rich, diverse, and meaningful learning environments. The study was carried out in two different educational contexts, Nursery and Kindergarten, allowing for the analysis of children’s different forms of contact with unstructured materials. The adopted methodology corresponds to a qualitative research design, within the framework of action research, following the principles of observation, reflection, and intervention, in order to answer the research question: How can the use of unstructured materials be enhanced in nursery and kindergarten? Data collection procedures included participant observation, field notes, document analysis, multimedia records, and semi-structured interviews with cooperating educators, subsequently analyzed through content analysis. Throughout the research process, several pedagogical proposals were implemented, planned according to the needs and interests of the children, which enabled moments of free exploration, creativity, and collaborative construction. The findings of this study highlight that unstructured materials are a valuable pedagogical resource, capable of fostering imagination, autonomy, cooperation, and the development of multiple skills. As curriculum managers, educators play a key role in integrating these materials into educational contexts, creating conditions that allow children to explore, experiment, and assign new meanings, thus promoting active and meaningful learning
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Materiais não-estruturados Creche Jardim de Infância Educador/a Criança Unstructured materials Nursery Kindergarten Educator Child