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Advisor(s)
Abstract(s)
A pedagogia escutista apresenta uma variedade de estratégias que são utilizadas no seu estilo de educação não formal. Estas visam a que as crianças sejam futuros cidadãos ativos, envolvidos e interessados em querer fazer, ser, saber e viver com o outro. No enorme leque de estratégias do escutismo, o Imaginário destaca-se como elemento que envolve as crianças nas suas dinâmicas, por meio de dramatizações, jogos, instrumentos, danças, vestuários e muito mais (WOSM, 1998; Benard, et al. 2012). As dinâmicas que recorrem ao Imaginário pretendem apelar ao interesse das crianças e promover o seu envolvimento e participação, algo que é elemento chave para a aquisição e aprimoramento de conhecimento (Brunner, 1997). Perante esta estratégia inerente ao movimento escutista, no presente relatório final de mestrado, pretende-se investigar a possível influência que o Imaginário tem nos alunos do 1.º Ciclo do Ensino Básico, orientada pela questão de investigação: “Será que a utilização do Imaginário tem influência no envolvimento e participação dos alunos
do 1.º Ciclo do Ensino Básico nas tarefas das aulas?”. Optando-se por realizar um estudo de caso com cinco alunos de uma turma do 3.º ano do 1.º ciclo, também se visa a responder a dois objetivos gerais de estudo: (A) Explorar o envolvimento e participação dos alunos nas tarefas das aulas; (B) Analisar os efeitos do trabalho do Imaginário como prática pedagógica nas tarefas das aulas. Por forma a responder à questão de investigação e aos objetivos gerais, foram utilizadas três técnicas de recolha de dados: (1) Observação participante; (2) Análise documental; (3) Inquérito por questionário. Através da análise dos dados recolhidos, foi possível averiguar que o Imaginário tem uma influência positiva no envolvimento e participação dos alunos em estudo, uma vez que os imergem numa temática, por meio da sua representação física com recursos ou dinâmicas criadas.
Scout pedagogy presents a variety of strategies that are used in its non-formal education style. These aim for children to be future active citizens, involved and interested in wanting to do, to be, to know and to live with others. In the huge range of scouting strategies, the Imaginary stands out as an element that involves children in various dynamics, through dramatizations, games, instruments, dances, clothing and much more (WOSM, 1998; Benard, et al. 2012). The dynamics that use the Imaginary aim to appeal to children's interest and promote their involvement and participation, something that is a key element for the acquisition and improvement of knowledge (Brunner, 1997). Given this strategy from the Scout movement, in this master's final report, I intend to investigate the possible influence that the Imaginary has on students in the 1st Cycle of Basic Education, guided by the research question: “Does the Imaginary have an influence on the involvement and participation of 1st Cycle of Basic Education students in class tasks?” Choosing to carry out a case study with five students from a 3rd year class of the 1st cycle, the aim is also to respond to two general objectives of the study: (A) Explore involvement and participation of students in class tasks; (B) Analyze the effects of Imaginary work as a pedagogical practice in class tasks. In order to answer the research question and the OG's, three data collection techniques were used: (1) Participant observation; (B) Document analysis; (C) Questionnaire research. By grouping the analysis with the data collected by the instruments already mentioned, it was possible to verify that the Imaginary has a positive influence on the involvement and participation of students in study, since it immerses them in a theme, through its physical representation with resources or dynamics.
Scout pedagogy presents a variety of strategies that are used in its non-formal education style. These aim for children to be future active citizens, involved and interested in wanting to do, to be, to know and to live with others. In the huge range of scouting strategies, the Imaginary stands out as an element that involves children in various dynamics, through dramatizations, games, instruments, dances, clothing and much more (WOSM, 1998; Benard, et al. 2012). The dynamics that use the Imaginary aim to appeal to children's interest and promote their involvement and participation, something that is a key element for the acquisition and improvement of knowledge (Brunner, 1997). Given this strategy from the Scout movement, in this master's final report, I intend to investigate the possible influence that the Imaginary has on students in the 1st Cycle of Basic Education, guided by the research question: “Does the Imaginary have an influence on the involvement and participation of 1st Cycle of Basic Education students in class tasks?” Choosing to carry out a case study with five students from a 3rd year class of the 1st cycle, the aim is also to respond to two general objectives of the study: (A) Explore involvement and participation of students in class tasks; (B) Analyze the effects of Imaginary work as a pedagogical practice in class tasks. In order to answer the research question and the OG's, three data collection techniques were used: (1) Participant observation; (B) Document analysis; (C) Questionnaire research. By grouping the analysis with the data collected by the instruments already mentioned, it was possible to verify that the Imaginary has a positive influence on the involvement and participation of students in study, since it immerses them in a theme, through its physical representation with resources or dynamics.
Description
Relatório Final de Mestrado Proveniente da Prática de Ensino Supervisionada II Apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º CEB e de Matemática e Ciências
Naturais no 2.º CEB
Keywords
Imaginário Envolvimento Participação 1.º ciclo do ensino básico Práticas Pedagógicas Imaginary Involvement Participation 1st cycle of basic education Pedagogical practice
Citation
Santiago, D. A. R. (2024). A influência do imaginário em educação como prática pedagógica motivadora (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18037