Articulação da matemática com as outras áreas no pré-escolar e no 1.º ciclo do ensino básico
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2016-11-16
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O presente documento centra-se no ensino da Matemática na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico, direcionando-se para a importância de desenvolver aprendizagens matemáticas a partir da articulação entre as diversas áreas presentes nestes níveis de Ensino.
Este estudo tem como objetivo principal evidenciar a importância da articulação de conteúdos, também designada por interdisciplinaridade, como uma prática pedagógica essencial no processo de ensino e aprendizagem. Surgiu a partir da intervenção educativa desenvolvida durante a Prática de Ensino Supervisionada na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico.
É importante mencionar que, para a concretização deste trabalho, se procedeu a um enquadramento que contextualiza o Currículo na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico, bem como a pressupostos teóricos que sustentam a metodologia desenvolvida na prática pedagógica.
Posteriormente, foi explanada a caracterização dos contextos em que se inseriam os estágios realizados e a apresentação e descrição de situações que tiveram por base a articulação da Matemática com outras áreas, ocorridas ao longo da intervenção no Pré-Escolar e no 1.º Ciclo do Ensino Básico.
This paper focuses on the teaching of mathematics in Preschool Education and the 1st Cycle of Basic Education, being directed to the importance of developing mathematical learnings from the relationship between the various areas. The main goal of this study is to demonstrate the importance of the articulation of contents, also named as interdisciplinarity, as an essential pedagogical practice in the process of teaching and learning. It resulted from the educational intervention developed during the Supervised Pedagogical Practice in Preschool Education and the 1st Cycle of Basic Education. It is important to mention that, to concretize this paper, it was made a framework that contextualizes the Curriculum in Preschool Education and the 1st cycle of basic education, as well as theoretical assumptions underlying the methodology developed in pedagogical practice. Subsequently, it was developed the characterization of the contexts where the internships realized were inserted and the exposure of situations that were based on the articulation of mathematics with other areas, occurred during the intervention in Preschool Education and the 1st Cycle of Basic Education.
This paper focuses on the teaching of mathematics in Preschool Education and the 1st Cycle of Basic Education, being directed to the importance of developing mathematical learnings from the relationship between the various areas. The main goal of this study is to demonstrate the importance of the articulation of contents, also named as interdisciplinarity, as an essential pedagogical practice in the process of teaching and learning. It resulted from the educational intervention developed during the Supervised Pedagogical Practice in Preschool Education and the 1st Cycle of Basic Education. It is important to mention that, to concretize this paper, it was made a framework that contextualizes the Curriculum in Preschool Education and the 1st cycle of basic education, as well as theoretical assumptions underlying the methodology developed in pedagogical practice. Subsequently, it was developed the characterization of the contexts where the internships realized were inserted and the exposure of situations that were based on the articulation of mathematics with other areas, occurred during the intervention in Preschool Education and the 1st Cycle of Basic Education.
Descrição
Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
Palavras-chave
Matemática , Interdisciplinaridade , Educação pré-escolar , Ensino básico 1º ciclo , Articulação curricular