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A natureza e as artes visuais como promotoras da criatividade
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O presente relatório, desenvolvido no âmbito do Mestrado em Educação Pré-Escolar, incide sobre o processo de formação da mestranda na Prática Educativa Supervisionada em contextos de creche e de educação pré-escolar. Assim, este documento tem como objetivo apresentar as aprendizagens ao longo dos estágios e analisar as competências, articulando referências teóricas, legais e pedagógicas que sustentaram as práticas realizadas e a temática em estudo, centrada na natureza e nas artes visuais como promotoras da criatividade. Para tal, a mestranda apoiou-se em referenciais teóricos sobre a relação entre a natureza, as artes visuais e a criatividade na educação de infância. As propostas desenvolvidas partiram da observação das crianças, dos seus interesses, necessidades e iniciativas, orientando a planificação, a ação e a reflexão de modo a garantir que as intervenções pedagógicas se encontravam ajustadas ao grupo. Neste sentido, a mestranda recorreu a uma Metodologia de Investigação-Ação, de natureza qualitativa, onde valorizou a observação participante, o diário de bordo, os registos fotográficos e videográficos e a análise do bem-estar e do envolvimento das crianças. Assim, com o intuito de enriquecer a sua prática educativa, a mestranda evidencia que a natureza e as artes visuais são essenciais para a promoção da criatividade, pois favorecem a imaginação e a expressão pessoal. Além disso, a
mestranda destaca a importância de contextos educativos com intencionalidade, diversificados e
sensíveis à voz da criança, bem como o papel do educador na organização de experiências significativas e que favoreçam a criatividade, o bem-estar, o envolvimento e o desenvolvimento da criança.
This report, developed within the scope of the Master's Degree in Preschool Education, focuses on the master's student’s training process during Supervised Educational Practice in both daycare and preschool settings. Thus, this document aims to present the learning acquired throughout the practicums and analyze the developed competencies, articulating the theoretical, legal, and pedagogical frameworks that supported the implemented practices and the theme under study, which centers around nature and visual arts as promoters of creativity. To achieve this, the student relied on theoretical frameworks regarding the relationship between nature, visual arts, and creativity in early childhood education. The developed proposals stemmed from observations of the children, their interests, needs, and initiatives. This guided the planning, action, and reflection processes to ensure that the pedagogical interventions were properly tailored to the group. In this regard, the student employed a qualitative Action-Research Methodology, valuing participant observation, field diaries, photographic and videographic records, and the analysis of the children's well-being and involvement. Consequently, with the aim of enriching her educational practice, the author demonstrates that nature and visual arts are essential for promoting creativity, as they foster imagination and personal expression. Furthermore, she emphasizes the importance of intentional, diversified educational contexts that are sensitive to the child's voice, as well as the educator's role in organizing meaningful experiences that promote the child's creativity, well-being, involvement, and overall development.
This report, developed within the scope of the Master's Degree in Preschool Education, focuses on the master's student’s training process during Supervised Educational Practice in both daycare and preschool settings. Thus, this document aims to present the learning acquired throughout the practicums and analyze the developed competencies, articulating the theoretical, legal, and pedagogical frameworks that supported the implemented practices and the theme under study, which centers around nature and visual arts as promoters of creativity. To achieve this, the student relied on theoretical frameworks regarding the relationship between nature, visual arts, and creativity in early childhood education. The developed proposals stemmed from observations of the children, their interests, needs, and initiatives. This guided the planning, action, and reflection processes to ensure that the pedagogical interventions were properly tailored to the group. In this regard, the student employed a qualitative Action-Research Methodology, valuing participant observation, field diaries, photographic and videographic records, and the analysis of the children's well-being and involvement. Consequently, with the aim of enriching her educational practice, the author demonstrates that nature and visual arts are essential for promoting creativity, as they foster imagination and personal expression. Furthermore, she emphasizes the importance of intentional, diversified educational contexts that are sensitive to the child's voice, as well as the educator's role in organizing meaningful experiences that promote the child's creativity, well-being, involvement, and overall development.
Descrição
Palavras-chave
Artes visuais Criatividade Educação de infância Investigação-ação Natureza Visual arts Creativity Early childhood Education Action-research Nature
Contexto Educativo
Citação
Editora
Instituto Politécnico do Porto. Escola Superior de Educação
Licença CC
Sem licença CC