Loading...
Publication
O Espaço Exterior como Recurso para a Aprendizagem
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.16 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório, desenvolvido nas unidades curriculares de Estágio Pedagógico I e II, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, centra-se no potencial educativo dos espaços exteriores em contexto escolar, destacando a sua crescente relevância como um meio para promover uma aprendizagem diversificada e integradora tanto na Educação Pré-Escolar, como no 1.º Ciclo do Ensino Básico. Tento em conta que o espaço exterior providencia experiências estimuladoras para além da sala de aula, pode ser visto como ferramenta que promove a interação aluno/natureza, podendo abranger um elevado leque de possibilidades de ensino. Assim, por meio de uma abordagem pedagógica globalizada, é possível valorizar o espaço exterior como ambiente propício ao desenvolvimento social, cognitivo e emocional das crianças, sendo fundamental o uso equilibrado entre espaço interior e exterior.
Para organização das práticas pedagógicas desenvolvidas em ambos os contextos de estágios foram adotados como procedimentos metodológicos a observação direta participante, a consulta documental de referenciais curriculares e de escola, o diário de bordo para registo das observações, as produções das crianças/alunos e os registos fotográficos das intervenções educativas. Ainda, como abordagem metodológica de intervenção optou-se por considerar a criança como centro da sua aprendizagem, promovendo de forma integrada aprendizagens nos domínios de saber-fazer-estar/ser.
Com o intuito de complementar o relatório, efetuamos um pequeno estudo sobre a forma como os Educadores de Infância e os Professores do 1.º Ciclo do Ensino Básico perspetivam a utilização do Espaço Exterior na sua prática educativa. Deste modo, o presente relatório parte da constatação de que este recurso educacional é, de facto, subutilizado num mundo cada vez mais voltado para a tecnologia, devendo os profissionais de educação encontrar, na sua prática educativa, soluções que integrem o espaço exterior no processo de aprendizagem ao longo de todo o percurso escolar.
ABSTRACT: This report, developed in the Pedagogical Internship I and II curricular units of the master’s degree in Pre-School Education and Primary School Education, focuses on the educational potential of outdoor spaces in the school context, highlighting their growing relevance as a means of promoting diversified and integrative learning in both Pre-School Education and Primary School Teaching. Bearing in mind that the outdoors provides stimulating experiences beyond the classroom, it can be seen as a tool that promotes student/nature interaction and can cover a wide range of teaching possibilities. Thus, through a globalized pedagogical approach, it is possible to value outdoor space as an environment conducive to children's social, cognitive and emotional development, and the balanced use of indoor and outdoor space is fundamental. With the aim of organizing the pedagogical practices developed in both internship contexts, the methodological procedures adopted were direct participant observation, documentary consultation of curricular and school references, a logbook to record observations, the children's/students' productions and photographic records of the educational interventions. Furthermore, as a methodological approach to intervention, we choose to consider the child as the center of their learning, promoting integrated learning in the areas of knowing-doing-being/being. To complement the report, we carried out a small study on how kindergarten teachers and primary school teachers view the use of outdoor space in their educational practice. This report is based on the observation that this educational resource is, in fact, under-utilized in a world that is increasingly geared towards technology, and that education professionals must find solutions in their educational practice that integrate the outdoors into the learning process throughout the school journey.
ABSTRACT: This report, developed in the Pedagogical Internship I and II curricular units of the master’s degree in Pre-School Education and Primary School Education, focuses on the educational potential of outdoor spaces in the school context, highlighting their growing relevance as a means of promoting diversified and integrative learning in both Pre-School Education and Primary School Teaching. Bearing in mind that the outdoors provides stimulating experiences beyond the classroom, it can be seen as a tool that promotes student/nature interaction and can cover a wide range of teaching possibilities. Thus, through a globalized pedagogical approach, it is possible to value outdoor space as an environment conducive to children's social, cognitive and emotional development, and the balanced use of indoor and outdoor space is fundamental. With the aim of organizing the pedagogical practices developed in both internship contexts, the methodological procedures adopted were direct participant observation, documentary consultation of curricular and school references, a logbook to record observations, the children's/students' productions and photographic records of the educational interventions. Furthermore, as a methodological approach to intervention, we choose to consider the child as the center of their learning, promoting integrated learning in the areas of knowing-doing-being/being. To complement the report, we carried out a small study on how kindergarten teachers and primary school teachers view the use of outdoor space in their educational practice. This report is based on the observation that this educational resource is, in fact, under-utilized in a world that is increasingly geared towards technology, and that education professionals must find solutions in their educational practice that integrate the outdoors into the learning process throughout the school journey.
Description
Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 11 de setembro de 2025, Universidade dos Açores.
Keywords
Estágio Pedagógico Educação Pré-Escolar .º Ciclo do Ensino Básico Espaço Exterior Recursos de Ensino Recurso de Aprendizagem
Pedagogical Context
Citation
MELO, Eva César de. (2025). "O Espaço Exterior como Recurso para a Aprendizagem". Ponta Delgada: Universidade dos Açores, 2025, 108 p. Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Disponível em http://hdl.handle.net/10400.3/8757