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Authors
Advisor(s)
Abstract(s)
O presente relatório aborda, de um modo reflexivo, o meu percurso da Prática Profissional Supervisionada II (PPS II), realizado na valência de Educação Pré-Escolar, numa sala de jardim-de-infância, num período de 4 meses. Ao longo do mesmo, é visível a ação educativa delineada a partir da caracterização do contexto, a avaliação dessa ação e, posteriormente, é apresentada a investigação desenvolvida neste percurso. Todo este processo resulta no aumento de conhecimento e de experiências, constituindo uma compilação de aprendizagens que incidem na construção da identidade profissional, enquanto futura Educadora de Infância.
No que concerne ao percurso metodológico delineado para o estudo concebido, esteve presente uma abordagem qualitativa que foi desenvolvida a partir de um estudo de caso. De forma a responder ao propósito de estudar as brincadeiras no recreio e, mais concretamente, dar resposta à seguinte questão: “Como é que o brincar no recreio pode potenciar aprendizagens?”, foram consideradas as observações diárias, as reflexões e as opiniões das crianças e da Educadora Cooperante, onde apresentaram as suas perspetivas sobre o espaço do recreio.
Os resultados obtidos reforçam a importância do brincar enquanto ação natural da criança e como essa ação resulta em aprendizagens significativas, ao nível das diferentes áreas de conteúdo. O estudo conclui ainda que as perspetivas das crianças e dos adultos sobre o que é mais benéfico no espaço do recreio, está em concordância, sendo propostas e ambicionadas, no contexto específico da prática, melhorias significativas para que sejam potenciadas ainda mais aprendizagens.
ABSTRACT This report shows my journey in Supervised Professional Practice II (Prática Profissional Supervisionada II – PPS II). It was completed in the Preschool Education slope with a kindergarten class, during 4 months. Throughout this report it describes the educational activity which was drawn from profiling the context, the assessment of that activity and lastly, it presents the investigation we developed along this course. The whole process allowed me to expand both my know-how and experience, compiling knowledge that help shaping my professional identity as a future kindergarten teacher. In regards to the drawn methods for studying the subject, I took a qualitative approach based on case study. As a way of addressing the purpose of studying recess play and, more precisely, answering the question: “How does playground play enhance learning?”, daily observation, reflexions and both the opinions of children and the cooperating teacher, who presented their perspective on playground, had to be considered. The final results show how important playing is as a child's natural activity and how it leads to significant learning on various subjects. The study reveals that children and adults are on the same page regarding what is most beneficial about recess time. Finally, we propose and expect significant improvements in a practical context, so as to enhance learning.
ABSTRACT This report shows my journey in Supervised Professional Practice II (Prática Profissional Supervisionada II – PPS II). It was completed in the Preschool Education slope with a kindergarten class, during 4 months. Throughout this report it describes the educational activity which was drawn from profiling the context, the assessment of that activity and lastly, it presents the investigation we developed along this course. The whole process allowed me to expand both my know-how and experience, compiling knowledge that help shaping my professional identity as a future kindergarten teacher. In regards to the drawn methods for studying the subject, I took a qualitative approach based on case study. As a way of addressing the purpose of studying recess play and, more precisely, answering the question: “How does playground play enhance learning?”, daily observation, reflexions and both the opinions of children and the cooperating teacher, who presented their perspective on playground, had to be considered. The final results show how important playing is as a child's natural activity and how it leads to significant learning on various subjects. The study reveals that children and adults are on the same page regarding what is most beneficial about recess time. Finally, we propose and expect significant improvements in a practical context, so as to enhance learning.
Description
Relatório apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Educação Pré-Escolar
Keywords
Jardim de infância Brincar Recreio Aprendizagens Preschool education Play Playground Learning
Citation
Alves, J. F. R. (2019). Como é que o brincar no recreio pode potenciar aprendizagens? (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10160