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As questões sociais relevantes e o ensino de história e geografia de Portugal no 2º CEB
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Orientador(es)
Resumo(s)
O presente relatório final emergiu no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, enquadrada no Mestrado 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, na Escolar Superior de Educação de Lisboa, que integra a realização de duas práticas de ensino supervisionadas, no 1.º e no 2.º Ciclo do Ensino Básico, e o desenvolvimento de um estudo de carácter investigativo. O estudo investigativo, descrito neste relatório, partiu da problemática A (des)construção de conceitos controversos contribui para o desenvolvimento do pensamento crítico, nos alunos do 2.º Ciclo do Ensino Básico, da qual surgiram quatro objetivos de investigação: (i) Analisar as representações dos alunos sobre o conceito deditadura; (ii) Analisar o processo de construção do conhecimento histórico entre os alunos do 2º CEB a partir de conceitos/ temas controversos; (iii) Analisar a capacidade de reflexão dos alunos sobre o conhecimento histórico e a atualidade; e (iv) Refletir sobre o contributo do ensino e aprendizagem da História e Geografia de Portugal para a construção do pensamento crítico. Para responder à problemática definida, implementou-se uma metodologia mista, baseada (i) nas análises de conteúdo de tarefas referentes aos às concepções dos alunos, aos seus conhecimentos histórico-geográficos e ao Pensamento Crítico e nas análises documentais das planificações e atividades realizadas e (ii) nas análises estatísticas dos registos de desempenho dos alunos, a partir das grelhas de observação. Os resultados obtidos nesta investigação permitiram-nos concluir que (i) é possível construir conhecimento histórico-geográfico a partir do trabalho por temas controversos e que (ii) o ensino e aprendizagem de HGP contribuem para a construção do Pensamento Crítico, se existir essa intencionalidade pedagógico-didática; logo, podemos afirmar que a aprendizagem com base em temas controversos promove o desenvolvimento do Pensamento Crítico.
This final report emerged as part of the Supervised Teaching Practice II Curricular Unit, within the framework of the Master’s Degree in Teaching the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, at the Lisboa School of Education, which includes two supervised teaching practices, in the 1st and 2nd Cycle of Basic Education, and the development of an investigative study. The research study, described in this report, was based on the problematic The (de)construction of controversial concepts contributes to the development of critical thinking in 2nd Cycle of Basic Education students. This gave rise to four research objectives: (i) To analyze students' representations of the concept of dictatorship; (ii) To analyze the process of constructing historical knowledge among 2nd CBE students based on controversial concepts/themes; (iii) To analyze students' ability to reflect on historical knowledge and current events; and (iv) To reflect on the contribution of teaching and learning History and Geography of Portugal to the construction of critical thinking. In order to respond to the problematic defined, a mixed methodology was implemented, based on (i) content analysis of tasks relating to students' conceptions, their historical-geographical knowledge and Critical Thinking and documentary analysis of the planning and activities carried out and (ii) statistical analysis of students' performance records, based on observation grids. The results obtained in this research have allowed us to conclude that (i) it is possible to build historical-geographical knowledge from working on controversial topics and that (ii) the teaching and learning of HGP contributes to the construction of Critical Thinking, if there is this pedagogical-didactic intentionality; therefore, we can affirm that learning based on controversial topics promotes the development of Critical Thinking.
This final report emerged as part of the Supervised Teaching Practice II Curricular Unit, within the framework of the Master’s Degree in Teaching the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, at the Lisboa School of Education, which includes two supervised teaching practices, in the 1st and 2nd Cycle of Basic Education, and the development of an investigative study. The research study, described in this report, was based on the problematic The (de)construction of controversial concepts contributes to the development of critical thinking in 2nd Cycle of Basic Education students. This gave rise to four research objectives: (i) To analyze students' representations of the concept of dictatorship; (ii) To analyze the process of constructing historical knowledge among 2nd CBE students based on controversial concepts/themes; (iii) To analyze students' ability to reflect on historical knowledge and current events; and (iv) To reflect on the contribution of teaching and learning History and Geography of Portugal to the construction of critical thinking. In order to respond to the problematic defined, a mixed methodology was implemented, based on (i) content analysis of tasks relating to students' conceptions, their historical-geographical knowledge and Critical Thinking and documentary analysis of the planning and activities carried out and (ii) statistical analysis of students' performance records, based on observation grids. The results obtained in this research have allowed us to conclude that (i) it is possible to build historical-geographical knowledge from working on controversial topics and that (ii) the teaching and learning of HGP contributes to the construction of Critical Thinking, if there is this pedagogical-didactic intentionality; therefore, we can affirm that learning based on controversial topics promotes the development of Critical Thinking.
Descrição
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino de 1º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2º Ciclo do Ensino Básico
Palavras-chave
Pensamento crítico História e geografia de Portugal Temas controversos Ditadura 2.º Ciclo do ensino básico Critical thinking History and geography of Portugal Controversial issues Dictatorship 2nd Cycle of basic education
Contexto Educativo
Citação
Maya, C. C. A. (2025). As questões sociais relevantes e o ensino de história e geografia de Portugal no 2º CEB [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22332