Loading...
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 393.65 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A partir do tema geral do XV Colóquio Literacia Científica: Ensino, Aprendizagem
e Quotidiano, propomos um olhar sobre a aprendizagem e a Metodologia de Trabalho de Projeto no jardim de infância. O foco no modelo interativo/construtivista determinou as opções assumidas e a primazia dos processos de negociação das
aprendizagens a promover, com vista ao desenvolvimento e à capacitação de um
grupo de 18 crianças de 4 anos.
O respeito pelas necessidades individuais da criança, o estímulo ao desenvolvimento do seu pensamento crítico e criativo, a contemplação dos seus saberes e
experiências, a promoção da responsabilidade, autonomia, autoestima e a negocia-
ção conduziu à promoção de aprendizagens significativas, assumindo-se estas prá-
ticas pedagógicas como uma alternativa às perspetivas escolarizantes, académicas
e homogeneizantes muito comuns em contextos de educação de Infância.
Registaram-se evidências de grandes benefícios, no desenvolvimento e estimulação dos processos de aprendizagem e a construção partilhada do conhecimento
das crianças envolvidas.
In this paper and from the general theme of the 15th Scientific Literacy Colloquium: Teaching, Learning and Daily Life we propose a look at learning and the project work methodology in kindergarten. The focus on the interactive / constructivist model determined the options assumed and the primacy of the learning negotiation processes to be promoted, with a view to the development and training of a group of 18 4-year-olds. Respect for the individual needs of the child, stimulating the development of his critical and creative thinking, contemplating his knowledge and experiences, promoting responsibility, autonomy, self-esteem and negotiation led to the promotion of meaningful learning by assuming these pedagogical practices. as an alternative to the schooling, academic and homogenizing perspectives very common in childhood education contexts. There was evidence of great benefits in the development and stimulation of learning processes and the shared construction of knowledge of the children involved.
In this paper and from the general theme of the 15th Scientific Literacy Colloquium: Teaching, Learning and Daily Life we propose a look at learning and the project work methodology in kindergarten. The focus on the interactive / constructivist model determined the options assumed and the primacy of the learning negotiation processes to be promoted, with a view to the development and training of a group of 18 4-year-olds. Respect for the individual needs of the child, stimulating the development of his critical and creative thinking, contemplating his knowledge and experiences, promoting responsibility, autonomy, self-esteem and negotiation led to the promotion of meaningful learning by assuming these pedagogical practices. as an alternative to the schooling, academic and homogenizing perspectives very common in childhood education contexts. There was evidence of great benefits in the development and stimulation of learning processes and the shared construction of knowledge of the children involved.
Description
Keywords
Aprendizagem Metodologia de trabalho de projeto Educa-ção de infância Construção partilhada do conhecimento Cooperação Learning Project work Childhood education Shared construction of knowledge Cooperation . Faculdade de Ciências Sociais
Citation
Publisher
Centro de Investigação em Educação da Universidade da Madeira