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Authors
Abstract(s)
Este trabalho sustenta-se na perspetiva da Associação Criança, a Pedagogia-emParticipação que advoga uma imagem de criança como a de um ser com competência,
agência e direitos cuja motivação para a aprendizagem se “sustenta no interesse intrínseco
da tarefa e nas motivações intrínsecas das crianças” (Oliveira-Formosinho & Formosinho,
2011a, p.15). Esta pedagogia reconhece o interesse das crianças pela natureza e entende-a
com um espaço rico em possibilidades para a criança explorar e experimentar.
A investigação atual reconhece a importância do contato das crianças com a natureza,
como estratégia para enriquecer o comportamento de jogo livre e potenciar o
desenvolvimento cognitivo, emocional e físico e ainda como forte aliado no combate à
obesidade infantil (Burdette & Whitaker, 2005; Fjørtoft, 2004), mas não aprofunda os
processos e as aprendizagens que resultam da permeabilidade entre os espaços interiores e
exteriores. Nesta pesquisa pretendeu-se compreender as aprendizagens que as crianças em
contexto de creche manifestam quando contatam com a natureza.
Esta investigação-ação foi desenvolvida em Lisboa, com quatro crianças, com idades
compreendidas entre os 13 e os 18 meses, numa sala de creche onde a investigadora, que é
também educadora, trabalha. No decorrer do estudo, estas crianças envolveram-se na
descoberta da natureza e manifestaram um interesse profundo e duradouro por caracóis
desenvolvendo um projeto sobre estes moluscos. A recolha de dados fez-se através da
documentação pedagógica. Posteriormente foram analisados o bem-estar (Laevers, et al.,
2005) e as aprendizagens evidenciadas à luz das áreas de aprendizagem e dos eixos
pedagógicos da Pedagogia-em-Participação (Formosinho & Oliveira-Formosinho, 2008;
Oliveira-Formosinho e Formosinho 2011b; 2016).
Os resultados obtidos permitem afirmar que nesta Pedagogia, quando as crianças têm
oportunidade de contactar com a natureza, envolvem-se em aprendizagens significativas no
exterior, que continuam em sala, evidenciando sinais elevados de bem-estar.
This work stands on the basis of the Child Association´s approach, the Pedagogy-inParticipation that advocates a child's image as that of a being with competence, agency and rights “whose motivation for learning is based on the intrinsic interest of the task and the intrinsic motivations of the children” (Oliveira-Formosinho & Formosinho, 2011a, p.15). This pedagogy recognizes children's interest in nature and understands it with a space rich in possibilities for the child to explore and experience. Current research recognizes the importance of children's contact with nature as a strategy for enriching free-play behavior and enhancing cognitive, emotional, and physical development as well as a strong ally in the fight against childhood obesity (Burdette & Whitaker, 2005; Fjørtoft, 2004), but does not deepen the processes and learning that result from the permeability between indoor and outdoor spaces. The aim of this research is to minimize this gap and to understand the impact and learning that children in day-care context manifest when they contact nature. This research-action was carried out in Lisbon, with four children, aged between 13 and 18 months, in a nursery room where the researcher, who is also an educator, works. In the course of the study, these children were involved in the discovery of nature and expressed a deep and lasting interest in snails developing a project on these molluscs. The collection of data was made through pedagogical documentation. Subsequently, the well-being (Laevers et al., 2005) and the evidenced learning were analyzed in the light of the learning areas and the pedagogical axes of Pedagogy-in-Participation (Formosinho & OliveiraFormosinho, 2008; Oliveira-Formosinho e Formosinho 2011b; 2016). The results obtained allow us to state in this pedagogy, when children have the opportunity to contact with nature, they engage in meaningful learning abroad, which continues in the classroom, showing high signs of well-being.
This work stands on the basis of the Child Association´s approach, the Pedagogy-inParticipation that advocates a child's image as that of a being with competence, agency and rights “whose motivation for learning is based on the intrinsic interest of the task and the intrinsic motivations of the children” (Oliveira-Formosinho & Formosinho, 2011a, p.15). This pedagogy recognizes children's interest in nature and understands it with a space rich in possibilities for the child to explore and experience. Current research recognizes the importance of children's contact with nature as a strategy for enriching free-play behavior and enhancing cognitive, emotional, and physical development as well as a strong ally in the fight against childhood obesity (Burdette & Whitaker, 2005; Fjørtoft, 2004), but does not deepen the processes and learning that result from the permeability between indoor and outdoor spaces. The aim of this research is to minimize this gap and to understand the impact and learning that children in day-care context manifest when they contact nature. This research-action was carried out in Lisbon, with four children, aged between 13 and 18 months, in a nursery room where the researcher, who is also an educator, works. In the course of the study, these children were involved in the discovery of nature and expressed a deep and lasting interest in snails developing a project on these molluscs. The collection of data was made through pedagogical documentation. Subsequently, the well-being (Laevers et al., 2005) and the evidenced learning were analyzed in the light of the learning areas and the pedagogical axes of Pedagogy-in-Participation (Formosinho & OliveiraFormosinho, 2008; Oliveira-Formosinho e Formosinho 2011b; 2016). The results obtained allow us to state in this pedagogy, when children have the opportunity to contact with nature, they engage in meaningful learning abroad, which continues in the classroom, showing high signs of well-being.
Description
Keywords
Pedagogia-em-participação Creche Natureza Permeabilidade entre os espaços exteriores e os espaços interiores Aprendizagem e bem-estar Pedagogy-in-participation Day-care children Nature Outdoor and indoor permeability spaces Learning and well-being