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Integração Curricular a partir de Atividades Experimentais em Educação Pré-Escolar e 1º ciclo do Ensino Básico
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Advisor(s)
Abstract(s)
O presente estudo foi realizado no âmbito do Mestrado de Qualificação para a
Docência em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico.
Os educadores de infância e professores do 1.º Ciclo alegam, frequentemente,
falta de tempo e de meios humanos e materiais para a realização de atividades
experimentais. Através deste estudo pretendeu-se compreender as conceções de um
grupo de docentes da educação Pré-Escolar e do 1º ciclo do Ensino Básico acerca da
integração curricular a partir de atividades experimentais e as dificuldades sentidas
nesta prática e os possíveis modos de as ultrapassar.
Participaram no estudo um grupo de oito docentes, educadoras de infância e
professoras do 1º Ciclo do Ensino Básico, que exercem as suas funções de docência em
instituições da rede pública e privada.
Foi adotada uma metodologia qualitativa e os dados foram recolhidos através de
questionários de resposta aberta.
Com a realização da presente investigação foi possível verificar que parte dos
participantes no estudo evidenciaram dificuldade em distinguir os termos experiência e
atividade experimental. Por sua vez, embora seja reconhecida a importância deste tipo
de atividades, as docentes de educação pré-escolar e como os do 1º ciclo do Ensino
Básico admitiram que apenas são realizadas de modo pontual, sendo a aposta na
formação, uma estratégia fulcral para colmatar esta lacuna.
This final report was carried out within the scope of the Master's Degree in Qualification for Teaching in Pre-School Education and Teaching in the 1st Cycle of Basic Education. Kindergarten teachers and 1st cycle teachers often allege lack of time and human and material resources to carry out experimental activities. Through this study, it was intended to understand the conceptions of a group of teachers from Pre-School education and the 1st cycle of Basic Education about curricular integration based on experimental activities and the difficulties felt in this practice and the possible ways to overcome them. A group of eight teachers, kindergarten teachers and teachers of the 1st Cycle of Basic Education participated in the study, who exercise their teaching duties in public and private institutions. A qualitative methodology was adopted and data were collected through openended questionnaires. With the accomplishment of the present investigation, it was possible to verify that part of the participants in the study showed difficulty in distinguishing the terms experience and experimental activity. In turn, although the importance of this type of activities is recognized, pre-school education teachers and those in the 1st cycle of Basic Education admitted that they are only carried out in a punctual way, with the focus on training being a key strategy to overcome this problem gap.
This final report was carried out within the scope of the Master's Degree in Qualification for Teaching in Pre-School Education and Teaching in the 1st Cycle of Basic Education. Kindergarten teachers and 1st cycle teachers often allege lack of time and human and material resources to carry out experimental activities. Through this study, it was intended to understand the conceptions of a group of teachers from Pre-School education and the 1st cycle of Basic Education about curricular integration based on experimental activities and the difficulties felt in this practice and the possible ways to overcome them. A group of eight teachers, kindergarten teachers and teachers of the 1st Cycle of Basic Education participated in the study, who exercise their teaching duties in public and private institutions. A qualitative methodology was adopted and data were collected through openended questionnaires. With the accomplishment of the present investigation, it was possible to verify that part of the participants in the study showed difficulty in distinguishing the terms experience and experimental activity. In turn, although the importance of this type of activities is recognized, pre-school education teachers and those in the 1st cycle of Basic Education admitted that they are only carried out in a punctual way, with the focus on training being a key strategy to overcome this problem gap.
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Keywords
Ensino das ciências, integração curricular, atividades experimentais, Educação Pré-escolar, 1.º Ciclo do Ensino Básico experimental activities, science, Preschool Education, experiences, curriculum integration, 1st Cycle of Basic Education