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Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular (UC) de Prática de Ensino Supervisionada II (PES II), integrada no Mestrado em Ensino no 1.º Ciclo do Ensino Básico (CEB) e de Português (PT) e História e Geografia de Portugal (HGP) no 2.º CEB, da Escola Superior de Educação do Instituto Politécnico de Lisboa.
Este documento é composto por duas partes, a primeira destina-se à caracterização do contexto e da prática pedagógica de 2.º CEB e à análise crítica e reflexiva acerca da mesma. Na segunda parte é apresentado um estudo empírico desenvolvido no 2.º CEB, intitulado “O recurso ao jogo didático como estratégia para o desenvolvimento de competências histórico geográficas e de cidadania”.
A investigação surge do interesse pessoal, assim como das fragilidades e potencialidades das turmas envolvidas no estudo. O estudo pretende contribuir para perceber quais as potencialidades do jogo didático como recurso no desenvolvimento de competências histórico geográficas e de cidadania. O estudo apresenta três objetivos: (i) reconhecer as potencialidades do jogo didático, enquanto recurso a mobilizar em estratégias de ensino da História e da Geografia; (ii) explorar as potencialidades do jogo didático na aprendizagem de factos e fenómenos históricos e geográficos; (iii) compreender os contributos do recurso ao jogo didático no desenvolvimento de competências histórico geográficas e de cidadania.
Os resultados obtidos através desta investigação, confirmam que o recurso ao jogo didático na sala de aula é uma mais valia para o processo de ensino-aprendizagem, pelas potencialidades na motivação dos alunos e pela maior facilidade e ludicidade que traz para a construção de aprendizagens. Podemos também afirmar que as situações de jogo didático concorrem para o desenvolvimento de competências histórico geográficas e de cidadania, pois implicam a mobilização de conhecimentos, capacidades e atitudes. Contudo, para que seja possível um efetivo desenvolvimento de competências, as situações de jogo devem ser diversificadas, assim como as tarefas a que os mesmos apelam.
ABSTRACT This report was prepared within the framework of the Curricular Unit (UC) of Supervised Teaching Practice II (PES II), integrated in the Master's degree in Teaching in the 1st Cycle of Basic Education (CEB) and Portuguese (PT) and History and Geography of Portugal (HGP) in the 2nd CEB, of the Higher School of Education of the Polytechnic Institute of Lisbon. This document is composed of two parts, the first is intended for the characterization of the context and pedagogical practice of 2nd CEB and the critical and reflective analysis of it. In the second part is presented an empirical study developed in the 2nd CEB, entitled "The use of didactic game as a strategy for the development of historical geographical competencies and citizenship". The investigation arises from the personal interest, as well as from the weaknesses and potentialities of the classes involved in the study. The study aims to contribute to understand the potentialities of the didactic game as a resource in the development of historical geographical competencies and citizenship. The study presents three objectives: (i) to recognize the potentialities of the didactic game, as a resource to mobilize in strategies for teaching history and geography; (ii) exploit the potential of the didactic game in learning historical and geographical facts and phenomena; (iii) understand the contributions of the use of the didactic game in the development of historical geographical competencies and citizenship. The results obtained through this research confirm that the use of didactic play in the classroom is an added value for the teaching-learning process, the potentialities in the motivation of students and the greater ease and playfulness it brings to the construction of learning. We can also affirm that didactic gambling situations contribute to the development of historical geographical skills and citizenship, as they imply the mobilization of knowledge, competencies and attitudes. However, to make effective skills development possible, game situations must be diversified, as well as the tasks to which they appeal.
ABSTRACT This report was prepared within the framework of the Curricular Unit (UC) of Supervised Teaching Practice II (PES II), integrated in the Master's degree in Teaching in the 1st Cycle of Basic Education (CEB) and Portuguese (PT) and History and Geography of Portugal (HGP) in the 2nd CEB, of the Higher School of Education of the Polytechnic Institute of Lisbon. This document is composed of two parts, the first is intended for the characterization of the context and pedagogical practice of 2nd CEB and the critical and reflective analysis of it. In the second part is presented an empirical study developed in the 2nd CEB, entitled "The use of didactic game as a strategy for the development of historical geographical competencies and citizenship". The investigation arises from the personal interest, as well as from the weaknesses and potentialities of the classes involved in the study. The study aims to contribute to understand the potentialities of the didactic game as a resource in the development of historical geographical competencies and citizenship. The study presents three objectives: (i) to recognize the potentialities of the didactic game, as a resource to mobilize in strategies for teaching history and geography; (ii) exploit the potential of the didactic game in learning historical and geographical facts and phenomena; (iii) understand the contributions of the use of the didactic game in the development of historical geographical competencies and citizenship. The results obtained through this research confirm that the use of didactic play in the classroom is an added value for the teaching-learning process, the potentialities in the motivation of students and the greater ease and playfulness it brings to the construction of learning. We can also affirm that didactic gambling situations contribute to the development of historical geographical skills and citizenship, as they imply the mobilization of knowledge, competencies and attitudes. However, to make effective skills development possible, game situations must be diversified, as well as the tasks to which they appeal.
Description
Relatório de Estágio realizado no âmbito da Prática de Ensino Supervisionada II e 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
Jogo didático Competências de cidadania Competências hstórico geográficas Didactic game Historical and geographical competencies Citizenship skills
Citation
Nunes, I. N. (2019). O recurso ao jogo didático como estratégia para o desenvolvimento de competências histórico geográficas e de cidadania (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12901
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa