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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular Prática de Ensino Supervisionada (PES) II, inserida no plano de estudos do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico (CEB). O relatório reflete um estudo de caso realizado com 23 alunos de uma turma de 2.º ano do 1.º CEB e a respetiva professora titular. O objeto de estudo foi a utilização do espaço da horta em contexto escolar.
Tendo em conta a generosa horta escolar e as práticas da professora, que promove a horta como recurso à aprendizagem, foram definidas duas questões de investigação: i) Quais as utilizações da horta numa escola de 1.º CEB?; e, ii) Quais as perceções dos alunos e da professora em relação à horta escolar? Estas questões surgem com os seguintes objetivos: i) Definir e caracterizar a utilização da horta escolar; ii) analisar as perceções dos alunos em relação à horta escolar; e, ainda, iii) analisar as perceções da professora em relação à horta escolar.
Neste estudo de caso, utilizaram-se várias técnicas de recolha de dados, nomeadamente: i) o inquérito por questionário; ii) a observação direta participante; iii) a análise documental; e iv) a entrevista. Os dados recolhidos foram, na sua maioria, analisados qualitativamente, recorrendo também a métodos de análise quantitativos para os dados dos inquéritos por questionário.
A horta escolar, no caso estudado, é utilizada como um recurso pedagógico, uma extensão da sala de aula. Esta é perspetivada como um indutor de aprendizagens, curriculares e não-curriculares. Tanto os alunos como a professora, atribuem importância e diferentes utilidades ao espaço, reconhecendo o seu valor pedagógico. A professora apela, ainda, a uma consciencialização, por parte dos restantes professores, de que a horta é uma experiência relevante e formativa.
ABSTRACT This report is included within the scope of the Supervised Teaching Practical Course, inserted in the curriculum of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education Teacher’s Master. It reflects a case study carried out with 23 students of a 2nd grade class from the 1st cycle and their respective teacher. The object of study was the use of the garden space within the school context. Taking into account the generous garden and the good practices observed from the teacher, who follows the garden-based learning method, two research questions were defined: i) What are the uses of the garden in a 1st cycle school?; and, ii) What are the perceptions of the students and of the teacher in relation to the school garden?. These questions are raised with the following objectives: i) defining and characterizing the use of the school garden; ii) analyze the students' perceptions regarding the school garden; and, iii) analyze the teacher's perceptions regarding the school garden. In this case study, several techniques of data collection were used, namely: i) the questionnaire survey; ii) direct participant observation; iii) the documentary analysis; and iv) the interview. Most of the data collected were qualitatively analyzed, using quantitative methods to analyze the data of the questionnaire survey. The school garden, in the case studied, is used as a pedagogical resource, an extension of the classroom. This is perceived as an inductor of learning, both curricular and non-curricular knowledge. Both the students and the teacher, attribute importance and different utilities to the space, recognizing its pedagogical value. The teacher also appeals to an awareness, by other teachers, that the garden is a relevant experience in the learning process.
ABSTRACT This report is included within the scope of the Supervised Teaching Practical Course, inserted in the curriculum of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education Teacher’s Master. It reflects a case study carried out with 23 students of a 2nd grade class from the 1st cycle and their respective teacher. The object of study was the use of the garden space within the school context. Taking into account the generous garden and the good practices observed from the teacher, who follows the garden-based learning method, two research questions were defined: i) What are the uses of the garden in a 1st cycle school?; and, ii) What are the perceptions of the students and of the teacher in relation to the school garden?. These questions are raised with the following objectives: i) defining and characterizing the use of the school garden; ii) analyze the students' perceptions regarding the school garden; and, iii) analyze the teacher's perceptions regarding the school garden. In this case study, several techniques of data collection were used, namely: i) the questionnaire survey; ii) direct participant observation; iii) the documentary analysis; and iv) the interview. Most of the data collected were qualitatively analyzed, using quantitative methods to analyze the data of the questionnaire survey. The school garden, in the case studied, is used as a pedagogical resource, an extension of the classroom. This is perceived as an inductor of learning, both curricular and non-curricular knowledge. Both the students and the teacher, attribute importance and different utilities to the space, recognizing its pedagogical value. The teacher also appeals to an awareness, by other teachers, that the garden is a relevant experience in the learning process.
Description
Relatório de Estágio realizado no âmbito da Prática de Ensino Supervisionada II e apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Horta escolar 1.º ciclo do ensino básico Garden Learning School garden 1st cycle of basic education Learning
Citation
Chitas, M. N. A. (2019). Das conceções às potencialidades da horta escolar: um estudo de caso em 1.ºCEB (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10995
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa