Advisor(s)
Abstract(s)
O desenvolvimento humano é um complexo processo de interatividade entre o
sujeito e o meio, numa influência e enriquecimento mútuos. Neste processo de
'acomodação' equilibrante, onde as aprendizagens ancoram o desenvolvimento,
destaca-se o papel determinante dos 'processos proximais', enquanto promotores do
desenvolvimento e das aprendizagens do indivíduo.
Estes processos operacionalizam-se no ambiente onde o indivíduo interage
com os outros, desenvolve as suas competências e personalidade, aprende a fazer e
a ser. O ambiente torna-se assim fundamental na contextualização do
desenvolvimento e aprendizagem do indivíduo. No Jardim-de-Infância, o ambiente
educativo e a sua organização, apresenta-se, por isso, como fator determinante da
ancoragem e génese de 'processos proximais' do desenvolvimento pessoal e social
das crianças.
A presente reflexão equaciona, assim o papel da organização do ambiente
educativo em contexto do Jardim-de-Infância como fator de aprendizagem e
desenvolvimento da criança, enquadrando tal organização no contexto educativo e
pedagógico da Metodologia de Projeto e da Aprendizagem cooperada, enquanto
estruturas de suporte daquela.
Sendo uma reflexão sobre a minha ação educativa, desenvolvida ao longo dos
vinte e três anos como educadora de infância, o trabalho começa por enquadrar
teoricamente os conceitos-chave fundamentadores da mesma, nomeadamente
desenvolvimento, aprendizagem cooperativa e organização do ambiente educativo,
para depois assentar numa reflexão mais específica sobre o papel e modo de
organização do ambiente educativo, enquanto fator de desenvolvimento e
aprendizagem.
Os projetos desenvolvidos com as crianças, refletem os princípios educativos
teoricamente expostos, corolários de toda uma intenção educativa, assente na
perspetiva bioecológica de desenvolvimento e nos princípios de aprendizagem
cooperativa e nos pressupostos das Orientações Curriculares para a Educação Préescolar.
Human development is a complex process of interactivity between the subject and the environment, in influence and mutual enrichment. In this room balancing process, where learning anchor the development, highlights the decisive role of proximal processes, while promoters of development and individual learning. These processes can realise-ifself in the environment where the individual interacts with others, develop their skills and personality, learns to do and to be. the environment becomes so crucial in the context of individual learning and development. In kindergarten, the learning environment and organisation, presents itself, therefore, as the determining factor of the anchor and genesis of proximal processes of personal and social development of children. This reflection, so the role of equate organisation of educational environment in the context of the kindergarten as a factor in learning and child development, framing such organization on educational and pedagogical context of 'Project Methodology' and learning cooperative, while supporting structures. Being a reflection on my educational actions, developed over the course of twenty-three years as an educator of children, the work begins by framing the key concepts fundamentadores theoretically the same, namely development, cooperative learning and environmental education organization, and then be based on more specific reflection on the role and organization of the educational environment, while learning and development factor. The projects developed with children, are a reflection of educational principles theoretically exposed, corollaries of an entire educational intent, based on bioecological development and perspective on the principles of cooperative learning and in the assumptions of the curricular guidelines for pre-school education.
Human development is a complex process of interactivity between the subject and the environment, in influence and mutual enrichment. In this room balancing process, where learning anchor the development, highlights the decisive role of proximal processes, while promoters of development and individual learning. These processes can realise-ifself in the environment where the individual interacts with others, develop their skills and personality, learns to do and to be. the environment becomes so crucial in the context of individual learning and development. In kindergarten, the learning environment and organisation, presents itself, therefore, as the determining factor of the anchor and genesis of proximal processes of personal and social development of children. This reflection, so the role of equate organisation of educational environment in the context of the kindergarten as a factor in learning and child development, framing such organization on educational and pedagogical context of 'Project Methodology' and learning cooperative, while supporting structures. Being a reflection on my educational actions, developed over the course of twenty-three years as an educator of children, the work begins by framing the key concepts fundamentadores theoretically the same, namely development, cooperative learning and environmental education organization, and then be based on more specific reflection on the role and organization of the educational environment, while learning and development factor. The projects developed with children, are a reflection of educational principles theoretically exposed, corollaries of an entire educational intent, based on bioecological development and perspective on the principles of cooperative learning and in the assumptions of the curricular guidelines for pre-school education.
Description
Keywords
Desenvolvimento Aprendizagem Organização do ambiente educativo