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Metodologia de Trabalho Projeto
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| 1.14 MB | Adobe PDF |
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Abstract(s)
O presente relatório foi desenvolvido no âmbito do Mestrado de qualificação para a docência em Educação Pré-escolar. Desta forma, estruturou-se este trabalho com o propósito de compreender as potencialidades desta Metodologia de Trabalho de Projeto realizada em contexto de Educação Pré-Escolar (EPE) e Creche.
Com este intuito, definiram-se como as seguintes questões de partida:
Como se caracteriza o trabalho de projeto, em contexto de creche e jardim de Infância?; De que forma se diferencia a prática pedagógica ?; De que modo o educador consegue interligar os processos de ensino e aprendizagem, aos interesses das crianças?; Quais as representações das educadoras de infância, sobre as vantagens e fatores condicionantes do desenvolvimento da Metodologia de Trabalho de Projeto em contexto de creche e jardim de infância?
Definidas as questões que sustentaram a nossa investigação, foi fundamental focarmo-nos na recolha de informação para responder às nossas questões de pesquisa. Desta forma, optou-se por uma metodologia de abordagem qualitativa para atingir os objetivos deste estudo, fazendo uso, para tal, da técnica da entrevista. Assim sendo, foram realizadas nove entrevistas semi-estruturadas a educadores em exercício das suas funções (em creche e Jardim-de-infância) em diferentes instituições. Os dados recolhidos foram analisados através da técnica de análise de conteúdo.
Com os resultados obtidos, verificamos que as educadoras têm opiniões próximas dos autores Dewey e Kilpatrick, e pedagogos Vygotsky, Hernandez e Freinet, mencionado, por exemplo, e de uma forma geral, a aprendizagem ativa, centrada na criança e na sua interacção com o quotidiano como uma das grandes vantagens desta metodologia.Foi possível concluir com as opiniões das educadoras que a prática da Metodologia de Trabalho de Projeto potencia a aquisição de novos conhecimentos e dá oportunidade para as crianças adquirem competências por elas próprias, em quanto as educadoras que não trabalham com esta metodolologia referem que ajudam as crianças adquirem conhecimentos.
This report was written within the scope of the Master Course “Qualification in pre-scholar education” Thus, this report was structured with the objective of understanding the potentialities of Project Work Methodology applied in a Pre-scholar education and Nursery/Kindergarten context. With this in mind, the following questions were defined as our objectives: How is Project work characterized when in a kindergarten context?; How does teaching practices differ from this methodology and others?; How does the teacher adapts its teaching processes to the childrens’ interests?; What is the feedback given by kindergarten teachers about the advantages and constrains of using this methodology in a kindergarten situation? After having defined the questions behind the research, it was needed to switch focus on the data gathering process to answer said questions. Hence, a qualitative approach was chosen to reach the goals of this study, using interviews. Thus, ten semi-structured interviews were performed to teachers working in different institutions (nursery and kindergarten). The data gathered was analysed trough content analyses techniques. The results enabled us to verify that teachers have opinions that are close to the ones presented by the authors Dewey and Kilpatrick and by the pedagogues Vygotsky, Hernandez and Freinet, mentioning as an example, and in a general way, active learning, centred in the child and its interaction with daily life as a vital part of this methodology`s perks. In the end, and based on the teachers opinions, it’s possible to conclude that Project Work Methodology potentiates the acquisition of new competences and gives the children the opportunity to learn by themselves. As for teachers not using this methodology, they refer that children need to be helped in order to acquire new knowledge.
This report was written within the scope of the Master Course “Qualification in pre-scholar education” Thus, this report was structured with the objective of understanding the potentialities of Project Work Methodology applied in a Pre-scholar education and Nursery/Kindergarten context. With this in mind, the following questions were defined as our objectives: How is Project work characterized when in a kindergarten context?; How does teaching practices differ from this methodology and others?; How does the teacher adapts its teaching processes to the childrens’ interests?; What is the feedback given by kindergarten teachers about the advantages and constrains of using this methodology in a kindergarten situation? After having defined the questions behind the research, it was needed to switch focus on the data gathering process to answer said questions. Hence, a qualitative approach was chosen to reach the goals of this study, using interviews. Thus, ten semi-structured interviews were performed to teachers working in different institutions (nursery and kindergarten). The data gathered was analysed trough content analyses techniques. The results enabled us to verify that teachers have opinions that are close to the ones presented by the authors Dewey and Kilpatrick and by the pedagogues Vygotsky, Hernandez and Freinet, mentioning as an example, and in a general way, active learning, centred in the child and its interaction with daily life as a vital part of this methodology`s perks. In the end, and based on the teachers opinions, it’s possible to conclude that Project Work Methodology potentiates the acquisition of new competences and gives the children the opportunity to learn by themselves. As for teachers not using this methodology, they refer that children need to be helped in order to acquire new knowledge.
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Keywords
Metodologia de trabalho de projeto; Prática Pedagógica; Creche; Jardim-de-Infância. Project Work Methodology; Nursery e Kindergarten; Teaching Practices