| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 816.27 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente estudo foi concretizado em dois contextos socioeducativos
distintos, no ano letivo 2015/2016, em duas turmas do 5.º e 3.º
anos de escolaridade. Sem perder de vista as características dos alunos
de ambos os contextos, foi possível definir uma problemática comum
que orientou o estudo, a qual se centra na utilização da imagem enquanto
recurso didático no desenvolvimento de alunos histórica e geograficamente
competentes.
O objetivo do estudo passou pela compreensão das potencialidades
das imagens e pela forma como estas possibilitam a promoção de
aprendizagens no âmbito da História e Geografia.
A metodologia adotada aproxima-se do paradigma da metodologia
da investigação-ação e o quadro teórico mobilizado corresponde aos
conceitos e conceções que justificam a imagem enquanto recurso didático;
que explicitam o que é esperado de um aluno histórica e geograficamente
competente e que reconhecem o contributo das imagens para o desenvolvimento dessas competências.
Quanto aos resultados obtidos, foi possível identificar três potencialidades
na utilização da imagem em processos de ensino e aprendizagem
da história e da geografia: (i) motivação dos alunos para as
aprendizagens; (ii) desenvolvimento do pensamento crítico; e (iii) descoberta
das intencionalidades expressas pelos signos linguísticos e
icónicos.
Após a análise destes resultados, concluiu-se que as potencialidades
associadas à imagem enquanto recurso pedagógico podem dar um
relevante contributo para a formação de alunos histórica e geograficamente
competentes.
Abstract The following report emerged in the scope of Supervised Teaching Practice II as part of the master’s degree in Primary School Teaching. In this report, it is presented a study performed in two distinct social and educative contexts, one from the third grade and one from the fifth grade, during the school year of 2015/2016. Considering the characteristics of the students from both contexts, it was possible to establish a common problem that respected the study, which focus in the use of images as a teaching resource for the development of students capable in history and geography. Then, the study intended to allow inferring the potentiality of the use of images and how these images promoted learnings regarding History and Geography. The used methodology is based on the paradigm of investigation- -action and the used theoretical framework corresponds to the ideas that support image as a teaching resource – the ideas that explain what is expected from a student capable historically and geographically and, finally, the ideas that explain how images contribute to the training of people capable in the areas of History and Geography. The obtained results show that the images have three main potential uses as teaching resources: (i) motivate the students for the learning subjects; (ii) cultivate critical thinking and (iii) enhance the discovery of the intentions expressed by linguistic and iconic signs. After analysing the results, it was concluded that the potentialities associated with image as a teaching resource contribute to the training of students capable historically and geographically.
Abstract The following report emerged in the scope of Supervised Teaching Practice II as part of the master’s degree in Primary School Teaching. In this report, it is presented a study performed in two distinct social and educative contexts, one from the third grade and one from the fifth grade, during the school year of 2015/2016. Considering the characteristics of the students from both contexts, it was possible to establish a common problem that respected the study, which focus in the use of images as a teaching resource for the development of students capable in history and geography. Then, the study intended to allow inferring the potentiality of the use of images and how these images promoted learnings regarding History and Geography. The used methodology is based on the paradigm of investigation- -action and the used theoretical framework corresponds to the ideas that support image as a teaching resource – the ideas that explain what is expected from a student capable historically and geographically and, finally, the ideas that explain how images contribute to the training of people capable in the areas of History and Geography. The obtained results show that the images have three main potential uses as teaching resources: (i) motivate the students for the learning subjects; (ii) cultivate critical thinking and (iii) enhance the discovery of the intentions expressed by linguistic and iconic signs. After analysing the results, it was concluded that the potentialities associated with image as a teaching resource contribute to the training of students capable historically and geographically.
Description
Keywords
Recurso didático Imagem Competências História Geografia Teaching resource Image Skills History Geography
Citation
Neves, J., Dias, A. G. (2021) As potencialidades da imagem como recurso didático no desenvolvimento de alunos histórica e geograficamente competentes. in Dias, A. G., Hortas, M. J., Ferreira, N. M.& Cabanillas, F. J.(Eds.) TempuSpacium - Didática das Ciências Sociais, Estudos II. (pp. 59-84) Escola Superior de Educação, Instituto Politécnico de Lisboa. https://doi.org/10.34629/ipl.eselx.cap.livros.150
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa