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Advisor(s)
Abstract(s)
O presente relatório final, intitulado Ensino e aprendizagem da História e da Geografia: a avaliação no 1.º CEB, constitui-se como requisito para a obtenção de grau mestre em Ensino do 1.º e 2.º Ciclo do Ensino Básico, na Escola Superior de Educação de Lisboa.
Trata-se de um documento reflexivo e investigativo sobre a intervenção realizada no 1.º e 2.º Ciclo do Ensino Básico, no âmbito da Unidade Curricular Prática de Ensino Supervisionada II, centrada nas práticas de avaliação de professores do 4.º ano de escolaridade, no domínio do Estudo do Meio (História e Geografia de Portugal).
A questão central em estudo visa compreender se os processos avaliativos que se desenvolvem na escola do 1.º Ciclo do Ensino Básico, no domínio do Estudo do Meio (História e Geografia de Portugal), se encontram adequados para aferir as aprendizagens realizadas tendo em conta os referenciais construídos para o ensino e aprendizagem de História e Geografia de Portugal no 5.º ano de escolaridade.
Optou-se por uma investigação centrada na análise de conteúdo e análise documental das provas de avaliação sumativa de 4.º ano de um Colégio e da prova de aferição da disciplina de História e Geografia de Portugal do 5.º ano. Num primeiro momento, procedeu-se à análise dos processos avaliativos na escola do 1.º ciclo. Posteriormente, analisou-se os referenciais do 5.º ano (prova de aferição). Por fim, refletiu-se sobre a análise suportada por uma fundamentação teórica que incidiu: (i) o que é avaliação?; (ii) a avaliação das aprendizagens; (iii) avaliação das aprendizagens em História e Geografia; e (iv) legislação que suporta a avaliação das aprendizagens 1.º e 2.º Ciclo do Ensino Básico.
Após toda a reflexão, conclui-se que há um desajuste nos processos avaliativos, em particular na construção das provas de avaliação do 1.º Ciclo do Ensino Básico, em relação aos referenciais do 5.º ano expressos na prova de aferição de 2017.
ABSTRACT This final report, entitled Teaching and learning of History and Geography: the evaluation in the 1st CEB, is a requirement for the achievement of a master's degree in Teaching the 1st and 2nd Elementy Education Cycle, at Lisbon Education School. This is a reflective and investigative document about the intervention carried out in the 1st and 2nd Elementary Education Cycle, within the scope of the Practical Course of Supervised Teaching II, centered on the evaluation practices of teachers of the 4th year in the field of the Middle Study (History and Geography of Portugal). The central question in this study is to understand if the evaluation processes that are developed in the 1st Elementary Education Cycle, in the field of Middle Study (History and Geography of Portugal), are adequate to gauge the learning realized, taking into account the references built for the teaching and learning of History and Geography of Portugal in the 5th year of schooling. My option was an investigation focused on the content analysis and documentary analysis of the summative assessment tests of 4th year of a College, and the benchmark test of the discipline of History and Geography of Portugal of the 5th year. At first, the evaluation processes were analyzed in the 1st school cycle. Subsequently, the references of the 5th year (benchmark test) were analyzed. Finally, it was reflected on the analysis supported by a theoretical foundation that focused on: (i) what is evaluation ?; (ii) learning evaluation; (iii) learning evaluation in History and Geography; and (iv) legislation that supports the evaluation of the 1st and 2nd Elementary Education Cycle. After the reflection, it is concluded that there is a mismatch in the evaluation processes, in particular in the construction of the evaluation tests of the 1st Elementary Education Cycle, regarding the references of the 5th year expressed in benchmark test of 2017.
ABSTRACT This final report, entitled Teaching and learning of History and Geography: the evaluation in the 1st CEB, is a requirement for the achievement of a master's degree in Teaching the 1st and 2nd Elementy Education Cycle, at Lisbon Education School. This is a reflective and investigative document about the intervention carried out in the 1st and 2nd Elementary Education Cycle, within the scope of the Practical Course of Supervised Teaching II, centered on the evaluation practices of teachers of the 4th year in the field of the Middle Study (History and Geography of Portugal). The central question in this study is to understand if the evaluation processes that are developed in the 1st Elementary Education Cycle, in the field of Middle Study (History and Geography of Portugal), are adequate to gauge the learning realized, taking into account the references built for the teaching and learning of History and Geography of Portugal in the 5th year of schooling. My option was an investigation focused on the content analysis and documentary analysis of the summative assessment tests of 4th year of a College, and the benchmark test of the discipline of History and Geography of Portugal of the 5th year. At first, the evaluation processes were analyzed in the 1st school cycle. Subsequently, the references of the 5th year (benchmark test) were analyzed. Finally, it was reflected on the analysis supported by a theoretical foundation that focused on: (i) what is evaluation ?; (ii) learning evaluation; (iii) learning evaluation in History and Geography; and (iv) legislation that supports the evaluation of the 1st and 2nd Elementary Education Cycle. After the reflection, it is concluded that there is a mismatch in the evaluation processes, in particular in the construction of the evaluation tests of the 1st Elementary Education Cycle, regarding the references of the 5th year expressed in benchmark test of 2017.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Keywords
Avaliação Aferição Ensino História Aprendizagem Geografia Evaluation Gauging Teaching Learning History Geography