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Abstract(s)
O presente documento, foi concretizado no âmbito da Unidade Curricular (UC) Prática Profissional Supervisionada II (Módulo II – PPS II), que decorreu na sala dos 5 anos de um jardim de infância (JI), cujo grupo é composto por vinte e uma crianças, na Área Metropolitana de Lisboa. Neste relatório verifica-se a minha análise relativa ao percurso realizado no decorrer dos cerca de quatro meses de intervenção pedagógica, entre o dia 30 de setembro de 2024 e o dia 24 de janeiro de 2025. O relatório apresenta a caracterização do contexto socioeducativo, mais especificamente, do meio, do ambiente educativo, do grupo de crianças, das suas famílias e da equipa pedagógica; a análise reflexiva da intervenção concretizada em estágio, isto é, o processo de intervenção da prática e as minhas intenções para a ação, quer com as crianças, como com as famílias e a equipa; por fim, também inclui, a investigação executada, de natureza qualitativa, sendo esta um estudo de caso, que recorre a um paradigma interpretativo e ao uso de um conjunto de técnicas de recolha de dados. Neste sentido, estão presentes na investigação e consequentemente, neste relatório a fundamentação e perspetivas teóricas relativas ao mote da investigação, que se segue: “Mais Brincadeira... Lá Fora! Estudo de caso sobre a exploração do meio exterior como espaço de brincadeira e aprendizagem num grupo de cinco anos” e os resultados obtidos, através das observações e intervenções concretizadas na PPS II. Através desta investigação compreendi que é essencial proporcionar às crianças oportunidades de exploração e, acima de tudo, de brincadeira no meio exterior, seja em ambientes mais providos de natureza ou não. Uma vez que no usufruto deste ambiente são diversas as competências que poderão ser desenvolvidas, nos vários domínios desenvolvimentais, a saber: físico, psicomotor, socioemocional, cognitivo e da linguagem. Foi-me possível ainda compreender que, em geral, as crianças demonstraramse, nas diversas propostas decorridas no meio exterior, muito envolvidas, bem-dispostas, interessadas e curiosas, adquirindo diversas aprendizagens, referidas mais à frente no ponto 4., do relatório e ainda, apresentaram uma postura menos conflituosa do que aquando de brincadeiras em espaços interiores.
This document was developed within the scope of the curricular unit Supervised Professional Practice II (Module II – PPS II), which took place in a five-year-old classroom of a kindergarten located in the Lisbon Metropolitan Area. The report presents my analysis of the journey undertaken over approximately four months of pedagogical intervention, from September 30, 2024, to January 24, 2025. The research carried out is qualitative in nature and follows a case study approach, framed within an interpretative paradigm and supported by a set of data collection techniques. This report includes the theoretical framework and perspectives underpinning the research, entitled “More Play… Outdoors! (A case study on the exploration of the outdoor environment as a space for play and learning in a five-year-old group)”, as well as the results obtained through observations and interventions conducted during PPS II. To gather information, I employed the following techniques: (i) direct participant and non-participant observation; (ii) written records (field notes); (iii) photographic records; (iv) questionnaire survey; (v) document analysis; (vi) an interview with the cooperating educator; and (vii) literature review. Through this research, I came to understand the importance of providing children with opportunities to explore and, above all, to engage in free play in outdoor environments—whether they are rich in natural elements. Outdoor play offers a wide range of developmental benefits across various domains, including physical, psychomotor, socio-emotional, cognitive, and language development. Moreover, I observed that children generally showed high levels of engagement, enthusiasm, interest, and curiosity during outdoor activities, acquiring noticeable learning outcomes. They also displayed fewer conflicts compared to when playing or exploring in more enclosed indoor settings. This report summarises my journey as a student, trainee, and researcher, presenting the study developed and the intervention carried out with the five-year-old group during PPS II.
This document was developed within the scope of the curricular unit Supervised Professional Practice II (Module II – PPS II), which took place in a five-year-old classroom of a kindergarten located in the Lisbon Metropolitan Area. The report presents my analysis of the journey undertaken over approximately four months of pedagogical intervention, from September 30, 2024, to January 24, 2025. The research carried out is qualitative in nature and follows a case study approach, framed within an interpretative paradigm and supported by a set of data collection techniques. This report includes the theoretical framework and perspectives underpinning the research, entitled “More Play… Outdoors! (A case study on the exploration of the outdoor environment as a space for play and learning in a five-year-old group)”, as well as the results obtained through observations and interventions conducted during PPS II. To gather information, I employed the following techniques: (i) direct participant and non-participant observation; (ii) written records (field notes); (iii) photographic records; (iv) questionnaire survey; (v) document analysis; (vi) an interview with the cooperating educator; and (vii) literature review. Through this research, I came to understand the importance of providing children with opportunities to explore and, above all, to engage in free play in outdoor environments—whether they are rich in natural elements. Outdoor play offers a wide range of developmental benefits across various domains, including physical, psychomotor, socio-emotional, cognitive, and language development. Moreover, I observed that children generally showed high levels of engagement, enthusiasm, interest, and curiosity during outdoor activities, acquiring noticeable learning outcomes. They also displayed fewer conflicts compared to when playing or exploring in more enclosed indoor settings. This report summarises my journey as a student, trainee, and researcher, presenting the study developed and the intervention carried out with the five-year-old group during PPS II.
Description
Relatório de Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Crianças Brincar Natureza Exterior Pré-escolar Children Play Nature Outdoors Preschool
Pedagogical Context
Citation
Fortunato, M. B. (2025). Mais brincadeira... lá fora! Estudo de caso sobre a exploração do meio exterior como espaço de brincadeira e aprendizagem num grupo de cinco anos [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22413