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Saltar os muros invisíveis da escola: atividades pedagógicas ao ar livre
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O presente relatório foi desenvolvido no âmbito da Unidade Curricular de Estágio IV do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. O estudo centra-se na implementação de atividades pedagógicas ao ar livre com uma turma do 3.º ano, tendo como intencionalidade compreender o contributo destas práticas para a construção de aprendizagens significativas. Ao longo da intervenção valorizou-se a relação entre escola e natureza, promovendo contextos de aprendizagem ativos, cooperativos e centrados na criança. A metodologia adotada foi de natureza qualitativa, no âmbito da investigação sobre a prática. A recolha de dados baseou-se na observação participante e na análise documental dos registos realizados no Caderno do Ar Livre, recorrendo à técnica de análise de conteúdo. Relativamente aos principais resultados e conclusões do estudo, verificou-se que as propostas ao ar livre potenciaram aprendizagens significativas nas dimensões cognitiva, social, emocional e estética. As atividades promoveram a curiosidade, a cooperação e a autonomia das crianças, revelando que a natureza é um contexto privilegiado para integrar diferentes áreas do currículo e desenvolver competências essenciais à formação integral. Assim, conclui-se que educar ao ar livre contribui para uma escola mais significativa e próxima das crianças, onde aprender se torna uma experiência de descoberta e de relação com o mundo.
This report was developed within the Curricular Unit of Internship IV of the Master’s Degree in Preschool and Primary Education. The study focuses on the implementation of outdoor pedagogical activities with a third grade class, aiming to understand the contribution of these practices to the construction of meaningful learning. Throughout the intervention, the relationship between school and nature was valued, promoting active, cooperative, and child-centered learning contexts. The methodology adopted was qualitative, within the scope of research on practice. Data collection was based on participant observation and on the documentary analysis of the records made in the Outdoor Notebook, using content analysis as the analytical technique. Regarding the main results and conclusions of the study, it was found that the outdoor proposals fostered meaningful learning in the cognitive, social, emotional, and aesthetic dimensions. The activities promoted curiosity, cooperation, and autonomy among children, revealing nature as a privileged context for integrating different areas of the curriculum and developing essential competences for holistic development. Thus, it is concluded that outdoor education contributes to a more meaningful and child-centered school, where learning becomes an experience of discovery and relationship with the world.
This report was developed within the Curricular Unit of Internship IV of the Master’s Degree in Preschool and Primary Education. The study focuses on the implementation of outdoor pedagogical activities with a third grade class, aiming to understand the contribution of these practices to the construction of meaningful learning. Throughout the intervention, the relationship between school and nature was valued, promoting active, cooperative, and child-centered learning contexts. The methodology adopted was qualitative, within the scope of research on practice. Data collection was based on participant observation and on the documentary analysis of the records made in the Outdoor Notebook, using content analysis as the analytical technique. Regarding the main results and conclusions of the study, it was found that the outdoor proposals fostered meaningful learning in the cognitive, social, emotional, and aesthetic dimensions. The activities promoted curiosity, cooperation, and autonomy among children, revealing nature as a privileged context for integrating different areas of the curriculum and developing essential competences for holistic development. Thus, it is concluded that outdoor education contributes to a more meaningful and child-centered school, where learning becomes an experience of discovery and relationship with the world.
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Atividades pedagógicas ao ar livre Comunidade Natureza Interdisciplinaridade Outdoor educational activities Community Nature Interdisciplinary