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Aprender na Educação de Infância: um percurso pedagógico entre os livros e a natureza
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| 2.43 MB | Adobe PDF |
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Abstract(s)
O presente relatório apresenta a descrição e reflexão do trabalho de investigação-ação implementado no âmbito da Prática e Intervenção Supervisionada do Mestrado em Educação Pré-Escolar do Instituto Politécnico de Portalegre.
O projeto decorreu, numa primeira fase, em contexto de Creche, no ano letivo de 2018-2019 e, num segundo momento, em 2019-2020, em contexto de Educação Pré-Escolar, num Jardim de Infância da rede pública em Portalegre. Nestes contextos desenvolveu-se um estudo centrado na articulação entre a Literatura Infantil e o Conhecimento do Mundo, procurando-se despertar nas crianças a consciência ecológica e ambiental, recorrendo, entre outros suportes, ao livro infantil, funcionando este como desencadeador de diferentes temáticas relativas ao ambiente natural, mas sem perder o seu valor próprio e intrínseco.
Em contexto de Creche, as crianças realizaram diversas atividades significativas, numa perspetiva integradora e holística, explorando sensorialmente os elementos da natureza, realizando diversas tarefas de experimentação em articulação com histórias lidas ou contadas, tendo o ambiente como topos preponderante. Em contexto de Educação Pré-Escolar, as atividades e tarefas desenvolvidas contribuíram para a consciencialização ecológica por parte das crianças e para a sua sensibilização à leitura com valor estético, à semelhança do que sucedeu em contexto de Creche.
This report presents the description and reflection of the research work, implemented within Supervised Practice and Intervention, of master´s degree in Preschool Education of Instituto Politécnico de Portalegre. The first phase of the project, in Daycare center, during the school year 2018/19, and in 2019/20, was developed in the context of Preschool Education, in a public school kindergarten of Portalegre. In this context, a focused study regarding the articulation between Children´s Literature and the Knowledge of the World, was developed, in an attempt to encourage children´s interest in ecological and environmental consciousness, making use of, among other media, the chidren´s book, which becomes a trigger for different thematics regarding the natural environment, but without losing it´s own intrinsic worth. In Daycare center, children underwent several significant activities, in an integrative and holistic perspective, sensorially exploring the elements of nature, doing multiple experimental tasks in articulation with stories read or told, having environment as preponderant topos. In the context of Preschool Education, during the present school year, the developed tasks and activities have contributed to the ecological consciousness by chidren and to their awareness of reading with aesthetic value similarly to what happened in nursery context.
This report presents the description and reflection of the research work, implemented within Supervised Practice and Intervention, of master´s degree in Preschool Education of Instituto Politécnico de Portalegre. The first phase of the project, in Daycare center, during the school year 2018/19, and in 2019/20, was developed in the context of Preschool Education, in a public school kindergarten of Portalegre. In this context, a focused study regarding the articulation between Children´s Literature and the Knowledge of the World, was developed, in an attempt to encourage children´s interest in ecological and environmental consciousness, making use of, among other media, the chidren´s book, which becomes a trigger for different thematics regarding the natural environment, but without losing it´s own intrinsic worth. In Daycare center, children underwent several significant activities, in an integrative and holistic perspective, sensorially exploring the elements of nature, doing multiple experimental tasks in articulation with stories read or told, having environment as preponderant topos. In the context of Preschool Education, during the present school year, the developed tasks and activities have contributed to the ecological consciousness by chidren and to their awareness of reading with aesthetic value similarly to what happened in nursery context.
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Keywords
Educação de infância literatura infantil Educação Ambiental Ecoliteracia Childhood Education Children´s Literature Environmental Education Ecoliteracy