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Relatório de estágio para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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Integrar as artes no espaço educativo, particularmente a Expressão Dramática, pode contribuir para uma panóplia de melhorias na ação educativa. Através delas, surgirá um rizoma que possibilitará a criação de um espaço de expressão e comunicação propício ao desenvolvimento individual e coletivo e, consequentemente, de um clima favorável à aquisição de conhecimentos cognitivos. O presente relatório tem por base as experiências adquiridas através das práticas pedagógicas I, II e III desenvolvidas ao longo do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico na Universidade da Madeira. Neste, pretendo expor, de forma crítica, o porquê da valorização da Expressão Dramática no Pré-Escolar e no 1.º Ciclo do Ensino Básico e fomentar a utilização de outros recursos, além da Expressão Dramática, para evitar a monotonia e não significação das sessões de trabalho. Através das Práticas Pedagógicas I e II procuro responder à seguinte questão: “Qual o contributo da Expressão Dramática na aquisição de competências sociais e cognitivas no grupo da Sala dos Pandinhas e no grupo do 2.ºA?”. Assim, pretendo demonstrar a importância de criar uma práxis assente em didáticas lúdicas. Através da Prática Pedagógica III tenciono demonstrar que a Expressão Dramática não é o único recurso significativo a ser utilizado no cotidiano escolar e que existe um oceano de possibilidades, algumas delas desenvolvidas ao longo do último estágio com o grupo do 3.ºA. Neste sentido, desenvolvi uma metodologia de investigação-ação, caracterizada pela sua componente qualitativa, com a finalidade de compreender e interpretar um contexto educativo para a melhoria do conhecimento no domínio em estudo. Os resultados obtidos mostram que, no que concerne à vertente social, a implementação de atividades com base em didáticas lúdicas, entre elas a Expressão Dramática, proporciona o desenvolvimento da cooperação, comunicação, autonomia, autoestima e respeito pelas regras e pelo outro. Relativamente à vertente cognitiva, possibilitou verificar um crescimento de aptidões e conhecimentos nas diferentes áreas do currícul
Integrating the arts into the educational space, particularly the Dramatic Expression, can contribute to a panoply of improvements in educational action. Through them, a rhizome will emerge that will enable the creation of a space of expression and communication conducive to individual and collective development and, consequently, a favorable climate for the acquisition of cognitive knowledge. This report is based on the experiences acquired through pedagogical practices I, II and III developed during the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education at the University of Madeira. In this, I intend to critically expose the reason for the valorization of the Dramatic Expression in the Pre-school and the 1st Cycle of Basic Education and to encourage the use of other resources, besides the Dramatic Expression, to avoid the monotony and not signification of the sessions of work. Through Pedagogical Practices I and II, I try to answer the following question: "What is the contribution of the Dramatic Expression in the acquisition of social and cognitive competences in the Pandinhas Room group and in the 2nd A groups?" Thus, I intend to demonstrate the importance of creating a praxis based on playful didactics. Through Pedagogical Practice III, I intend to demonstrate that the Dramatic Expression is not the only significant resource to be used in everyday school life and that there is an ocean of possibilities, some of them developed during the last stage with the 3rd group. In this sense, I developed an action research methodology, characterized by its qualitative component, with the purpose of understanding and interpreting an educational context for the improvement of knowledge in the field under study. The results show that, with regard to the social aspect, the implementation of activities based on play didactic, among them the Dramatic Expression, provides the development of cooperation, communication, autonomy, self-esteem and respect for rules and the other. With regard to the cognitive aspect, it was possible to verify a growth of aptitudes and knowledge in the different areas of the curriculum.
Integrating the arts into the educational space, particularly the Dramatic Expression, can contribute to a panoply of improvements in educational action. Through them, a rhizome will emerge that will enable the creation of a space of expression and communication conducive to individual and collective development and, consequently, a favorable climate for the acquisition of cognitive knowledge. This report is based on the experiences acquired through pedagogical practices I, II and III developed during the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education at the University of Madeira. In this, I intend to critically expose the reason for the valorization of the Dramatic Expression in the Pre-school and the 1st Cycle of Basic Education and to encourage the use of other resources, besides the Dramatic Expression, to avoid the monotony and not signification of the sessions of work. Through Pedagogical Practices I and II, I try to answer the following question: "What is the contribution of the Dramatic Expression in the acquisition of social and cognitive competences in the Pandinhas Room group and in the 2nd A groups?" Thus, I intend to demonstrate the importance of creating a praxis based on playful didactics. Through Pedagogical Practice III, I intend to demonstrate that the Dramatic Expression is not the only significant resource to be used in everyday school life and that there is an ocean of possibilities, some of them developed during the last stage with the 3rd group. In this sense, I developed an action research methodology, characterized by its qualitative component, with the purpose of understanding and interpreting an educational context for the improvement of knowledge in the field under study. The results show that, with regard to the social aspect, the implementation of activities based on play didactic, among them the Dramatic Expression, provides the development of cooperation, communication, autonomy, self-esteem and respect for rules and the other. With regard to the cognitive aspect, it was possible to verify a growth of aptitudes and knowledge in the different areas of the curriculum.
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Prática pedagógica Pré-escola 1.º Ciclo do Ensino Básico Investigação-ação Expressão dramática Didática Pedagogical practice Pre-school 1st Cycle of Basic Education Action research Dramatic expression Didactics Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico . Faculdade de Ciências Sociais