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Publicação
O corpo em ambiente integrador no 1.º CEB
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Orientador(es)
Resumo(s)
Nesta comunicação pretendemos examinar como a aprendizagem de 26 alunos do 1.º ano do 1.º CEB, foi desenvolvida num ambiente integrador de Dança e Matemática, onde a integração do movimento no processo de aprendizagem mostra como o corpo pode ser um meio para aprender de uma maneira simples e eficiente. As tarefas “Ser figura geométrica” e “Saltar a contar” pertencem a uma sequência de ensino que integra conteúdos de ambas as áreas. Os dados foram recolhidos de transcrições de registos vídeo, notas de campo, produções dos alunos e discussão em grupo, pertencentes a uma investigação maior “Uma abordagem integradora de Expressão e Educação Física-Motora e da Matemática em alunos do 1.º ano do Ensino Básico” com uma metodologia qualitativa, descritiva e interpretativa. Os resultados mostram, por exemplo, que os alunos tiveram a oportunidade de lidar com formas do corpo, andar/direções e saltos; identificar e representar figuras geométricas através de representação corporal; fazer contagens de 2 em 2 e de 3 em 3 ao darem saltos com diferentes amplitudes, usando diferentes estruturas rítmicas e suportados por uma linha numérica flexível; desenvolver disposições de empenho e curiosidade; e, evidenciar aprendizagens através da colaboração e comunicação. A análise de conteúdo e a teoria da atividade sustentaram a análise dos dados e parecem revelar-se complementares. O corpo/movimento na sala de aula pareceu ser um facilitador no processo de aprendizagens significativas.
In this communication we intend to examine how the learning of 26 students from the 1st grade in the primary school was developed in an environment that integrates Dance and Mathematics, where the integration of movement in the learning process shows how the body can be a means to learn in a simple and efficient way. The tasks “Being a geometric figure” and “Jumping to count” belong to a teaching sequence that integrates contents from both areas. Data were collected from video transcripts, field notes, students' productions and group discussion, belonging to a larger investigation "An integrative approach to Expression and PhysicalMotor Education and Mathematics in students of the 1st grade in the primary school" with a qualitative, descriptive and interpretive methodology. The results show, for example, that students had the opportunity to deal with body shapes, walking/directions and jumping; identify and represent geometric figures through body representation; make 2-by-2 and 3-by-3 counts by jumping with different amplitudes, using different rhythmic structures and supported by a flexible number line; develop dispositions of commitment and curiosity; demonstrate learning through collaboration and communication. The content analysis and the activity theory support the data analyses and seem to be complementary. The body/movement in the classroom seemed to be a facilitator in the process of meaningful learning.
In this communication we intend to examine how the learning of 26 students from the 1st grade in the primary school was developed in an environment that integrates Dance and Mathematics, where the integration of movement in the learning process shows how the body can be a means to learn in a simple and efficient way. The tasks “Being a geometric figure” and “Jumping to count” belong to a teaching sequence that integrates contents from both areas. Data were collected from video transcripts, field notes, students' productions and group discussion, belonging to a larger investigation "An integrative approach to Expression and PhysicalMotor Education and Mathematics in students of the 1st grade in the primary school" with a qualitative, descriptive and interpretive methodology. The results show, for example, that students had the opportunity to deal with body shapes, walking/directions and jumping; identify and represent geometric figures through body representation; make 2-by-2 and 3-by-3 counts by jumping with different amplitudes, using different rhythmic structures and supported by a flexible number line; develop dispositions of commitment and curiosity; demonstrate learning through collaboration and communication. The content analysis and the activity theory support the data analyses and seem to be complementary. The body/movement in the classroom seemed to be a facilitator in the process of meaningful learning.
Descrição
Palavras-chave
Ambiente integrador Corpo Dança Matemática 1.º Ciclo do Ensino Básico Integrated environment Body Dance Mathematics Primary School
Contexto Educativo
Citação
Editora
Escola Superior de Educação de Coimbra
Coleções
Licença CC
Sem licença CC