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Expressão Plástica e Infância: Lugares para imaginar, (re)criar e conhecer o mundo.
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Abstract(s)
O presente Relatório de Estágio tem como título Expressão Plástica e Infância: lugares para imaginar, (re)criar e conhecer o mundo e surge no âmbito do trabalho desenvolvido nas unidades curriculares de Estágio Pedagógico I e Estágio Pedagógico II, integrado no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo
do Ensino Básico, da Universidade dos Açores.
Este documento partilhará todo o trabalho realizado no domínio dos dois estágios pedagógicos, sendo o primeiro estágio realizado no âmbito da Educação Pré-Escolar e o segundo no 1.º Ciclo do Ensino Básico. Incluirá uma análise detalhada e uma reflexão geral sobre as oportunidades experienciadas no decorrer destes dois estágios, sobressaindo os aspetos que consideramos essenciais do ponto de vista científico e formativo, que deram ênfase à temática que decidimos aprofundar no nosso estudo.
Efetuamos igualmente um breve estudo empírico, através da realização de entrevistas, num total de dez, a cinco Educadoras de Infância e a cinco Professoras do 1.º Ciclo do Ensino Básico, com o propósito de entendermos melhor as suas conceções e representações em relação ao papel das Expressões Artísticas,
nomeadamente as Artes Visuais/Expressão Plástica, nas suas práticas diárias.
Concluímos que, na ótica das Educadoras de Infância as Artes Visuais são valorizadas na Educação Pré-Escolar, havendo muitas vezes entrave a nível do material para trabalhar. Pelo contrário, as Professoras do 1.º Ciclo do Ensino Básico afirmaram que Expressão Plástica não é muito valorizada nos horários dos alunos,
ficando sempre para a última aula da semana e que a tendência é diminuir consoante o avançar dos anos de escolaridade. No entanto, todas as docentes afirmaram que esta área é de grande valorização, deveria ser mais trabalhada e que gostariam de poder dedicar-lhe mais horas letivas.
Falaram-nos ainda das dificuldades que sentem ao longo do ano letivo e de como conseguem ultrapassar tais desafios. Um dos principais constrangimentos relaciona-se com os recursos disponíveis nas escolas, acontecendo que muitas vezes têm de investir do seu próprio dinheiro para terem algum material diferente. Também por essa razão, assumiram recorrer inúmeras vezes a material reciclável, sendo a sua reutilização uma constante na ação educativa que desenvolvem no seu dia a dia.
ABSTRACT: The present Internship Report is entitled Plastic Expression and Childhood: places to imagine, (re)create and know the world and it emerges from the work developed within the curricular units of Pedagogical Internship I and Pedagogical Internship II, integrated in the Master of Pre-School and Primary Teacher Education of 1st cycle at the University of the Azores. This document will share all the developed work carried out in the two pedagogical internships, being the first one accomplished in the context of Pre-School Education and the second one in Primary Teacher Education of 1st cycle. It will include a detailed analysis and a general reflection of the experienced opportunities during these two internships, highlighting the aspects that are considered essential from a scientific and educational point of view, which gave emphasis to the thematic that we decided to deepen in our study. We have also carried out a brief empirical study by conducting a total of ten interviews to five Kindergarten Teachers and five 1st Cycle Basic Education Teachers, with the purpose of better understanding their conceptions and representations in relation to the role in Artistic Expressions, such as Visual Arts/Plastic Expression, in their daily practices. We concluded that, from the Kindergarten teacher’s point of view, the Visual Arts are valued in Pre-School Education, having sometimes obstacles regarding the supplies to work with. In the contrary, the 1st Cycle Basic Education Teachers, stated that the Plastic Expression is not highly valued in the student’s schedules, being always the last class in the week and that the tendency is to decrease as the schooling years advance. However, all the teachers claimed that this area is of great importance, should be worked on more and that they wish they could be able to dedicate more school hours to it. They also spoke about the difficulties they experienced throughout the school year and how they managed to overcome those challenges. One of the main restraints is related to the available resources in schools, often resulting in investing their own money to be able to acquire different supplies. Also for that reason, they assumed the use of recycled materials countless times, being its reuse constant in the educational action in their daily practice.
ABSTRACT: The present Internship Report is entitled Plastic Expression and Childhood: places to imagine, (re)create and know the world and it emerges from the work developed within the curricular units of Pedagogical Internship I and Pedagogical Internship II, integrated in the Master of Pre-School and Primary Teacher Education of 1st cycle at the University of the Azores. This document will share all the developed work carried out in the two pedagogical internships, being the first one accomplished in the context of Pre-School Education and the second one in Primary Teacher Education of 1st cycle. It will include a detailed analysis and a general reflection of the experienced opportunities during these two internships, highlighting the aspects that are considered essential from a scientific and educational point of view, which gave emphasis to the thematic that we decided to deepen in our study. We have also carried out a brief empirical study by conducting a total of ten interviews to five Kindergarten Teachers and five 1st Cycle Basic Education Teachers, with the purpose of better understanding their conceptions and representations in relation to the role in Artistic Expressions, such as Visual Arts/Plastic Expression, in their daily practices. We concluded that, from the Kindergarten teacher’s point of view, the Visual Arts are valued in Pre-School Education, having sometimes obstacles regarding the supplies to work with. In the contrary, the 1st Cycle Basic Education Teachers, stated that the Plastic Expression is not highly valued in the student’s schedules, being always the last class in the week and that the tendency is to decrease as the schooling years advance. However, all the teachers claimed that this area is of great importance, should be worked on more and that they wish they could be able to dedicate more school hours to it. They also spoke about the difficulties they experienced throughout the school year and how they managed to overcome those challenges. One of the main restraints is related to the available resources in schools, often resulting in investing their own money to be able to acquire different supplies. Also for that reason, they assumed the use of recycled materials countless times, being its reuse constant in the educational action in their daily practice.
Description
Dissertação de Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 8 de maio de 2023, Universidade dos Açores.
Keywords
Estágio Pedagógico Educação Pré-Escolar 1.º Ciclo do Ensino Básico Expressão Artística Expressão Plástica Artes Visuais
Citation
Galvão, Vera Lúcia Santos. (2022). "Expressão Plástica e Infância: Lugares para imaginar, (re)criar e conhecer o mundo". 116 p. (Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico). Ponta Delgada: Universidade dos Açores, 2022. Disponível em http://hdl.handle.net/10400.3/6807