Prática de ensino supervisionada em educação pré-escolar: promoção de sustentabilidade em educação de infância

O presente relatório da Prática de Ensino Supervisionada (PES) visa descrever e explicitar o trabalho desenvolvido no âmbito das Unidades Curriculares Prática de Ensino Supervisionada em Creche e em Jardim-de-Infância do Mestrado em Educação Pré-escolar da Universidade de Évora, com o objetivo de promover a sustentabilidade ambiental, económica, cultural e social, nestes dois contextos. Tendo como ponto de partida o interesse pessoal pela temática que considero fundamental ser promovida e trabalhada precocemente (em creche e jardim de infância), com vista ao desenvolvimento de uma literacia ambiental, acresceu a constatação de práticas de sustentabilidade ambiental, económica cultural e social pouco consolidadas na instituição onde decorreu a PES. O recurso à escala ERS-SDEC, num processo de investigação ação, onde a análise, reflexão e avaliação conduziu a um planeamento intencional e a uma ação educativa que envolveu crianças, famílias, equipa educativa e comunidade, promovendo aprendizagens e produzindo mudanças ao nível da adoção de hábitos e práticas mais sustentáveis. Foram essenciais para a concretização dos objetivos da PES, a inscrição da instituição no Programa Eco Escolas, os princípios pedagógicos do Movimento da Escola Moderna e as Orientações Curriculares para a Educação Pré-escolar; ABSTRACT: This report of Supervised Teaching Practice (STP) aims to describe and explain the work carried out within the framework of the courses Supervised Teaching Practice in Creche and Preschool of the Masters degree in Preschool Education of the University of Évora, in order to promote environmental, economic, cultural and social sustainability in these two contexts. The starting point was my personal interest on the theme, which I consider fundamental promoting early on (in creche and Preschool), to develop an environmental literacy, as well as the realization that environmental sustainability practices were poorly consolidated in the institution where I developed the STP. The use of the ERS-SDEC scale, in a process of research-action, where the analysis, reflection and evaluation led to an intentional planning and an educational activity involving children, families, educational staff and community, promoting learning, changing habits and developing more sustainable practices. It was essential the enrollment in the Eco-Schools Program, the adoption of the pedagogic principles of the Modern School Movement and of the Portuguese Curricular Guidelines for Preschool Education.

“ The Creation of an Urban Landscape” in Adaptive reuse,the modern movement toward the future, 14th international conference proceedings, Do_co.mo.mo international, Lisboa ( indexed by SCOPUS)

The headquarters and park of the Calouste Gulbenkian Foundation in Lisbon represent the first modern Portuguese environment with an outstanding relation between exterior and interior as a spatial continuum . As such, the project refused the more common conceptual attitude of interior plus exterior. This unitary view revealed a clear understanding of the proposed site for the project and what could have been Calouste Sarkis Gulbenkian (1869-1955) expectations, while concretizing Modern Movement ideals regarding landscape architecture and architecture. Through its design the park mediates the relation between the buildings’ super-structures, the urban context, and the human scale, while generating a unifying system established by the complicity between natural and synthetic materials. From the first moment of the project’s design process, this complicity resulted in a set of strategies that met programmatic