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Advisor(s)
Abstract(s)
O presente relatório final surge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, inserida 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.
O documento encontra-se dividido em duas partes interligadas: numa primeira parte é feita a descrição e análise da prática desenvolvida nos dois contextos de estágio e, na segunda parte é apresentado o estudo empírico desenvolvido no contexto de 2.º CEB a partir da problemática a exploração de fontes históricas primárias contribui para o desenvolvimento de competências histórico-geográficas no 2.º Ciclo do Ensino Básico.
Tendo como base a problemática enunciada definiram-se os seguintes objetivos de investigação: (i) Compreender a capacidade de leitura e interpretação de fontes históricas com diferentes linguagens, dando destaque às fontes escritas; (ii) Identificar as potencialidades das fontes primárias na mobilização de conhecimentos prévios, da parte dos alunos; (iii) Analisar o potencial das fontes históricas para a aprendizagem de factos e personagens da História de Portugal; (iv) Refletir sobre o papel das fontes históricas como recurso mobilizador para a produção / comunicação em História.
Para dar resposta a estes objetivos recorreu-se a uma metodologia de natureza mista, tendo sido recolhidos dados através de guiões de trabalho, fichas de avaliação e notas de campo. Os resultados obtidos através destes instrumentos foram avaliados através de análise estatística e de conteúdo.
A análise realizada permitiu-nos compreender que: (i) as fontes históricas escritas contribuem para o desenvolvimento de alunos mais autónomos e motivados; (ii) os alunos adquirem novos conhecimentos sobre factos e personagens históricos através da exploração de fontes históricas; (iii) as fontes históricas primárias contribuem para o desenvolvimento de competências histórico-geográficas, nomeadamente selecionar, organizar e tratar informação de natureza diversa, assim como, mobilizar vocabulário histórico e geográfico na construção do conhecimento e na comunicação em História e Geografia.
This final report is part of the Curricular Unit of Supervised Teaching Practice II, which belongs to the Master's Degree in Teaching of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. The document is divided into two interconnected parts: the first part describes and analyzes the practice developed in the two internship contexts, and the second part presents the empirical study developed in the 2nd CEB context, based on the problem: does the exploration of primary historical sources contribute to the development of historical-geographical skills in the 2nd CEB. Based on the stated problem, the following intervention objectives were defined: (i) to understand the ability to read and interpret historical sources in different languages, with an emphasis on written sources; (ii) to identify the potential of primary sources in mobilizing students' prior knowledge; (iii) to analyze the potential of historical sources for learning facts and characters from Portuguese history; (iv) to reflect on the role of historical sources as a mobilizing resource for production/communication in history. To meet these objectives, a mixed methodology was used, with data collected through work scripts, evaluation sheets, and field notes. The results obtained through these instruments were evaluated through statistical and content analysis. The analysis carried out allowed us to understand that: (i) written historical sources contribute to the development of more autonomous and motivated students; (ii) students acquire new knowledge about historical facts and characters through the exploration of historical sources; (iii) primary historical sources contribute to the development of historical-geographical skills, namely selecting, organizing and processing information of a diverse nature, as well as mobilizing historical and geographical vocabulary in the construction of knowledge and communication in History and Geography.
This final report is part of the Curricular Unit of Supervised Teaching Practice II, which belongs to the Master's Degree in Teaching of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. The document is divided into two interconnected parts: the first part describes and analyzes the practice developed in the two internship contexts, and the second part presents the empirical study developed in the 2nd CEB context, based on the problem: does the exploration of primary historical sources contribute to the development of historical-geographical skills in the 2nd CEB. Based on the stated problem, the following intervention objectives were defined: (i) to understand the ability to read and interpret historical sources in different languages, with an emphasis on written sources; (ii) to identify the potential of primary sources in mobilizing students' prior knowledge; (iii) to analyze the potential of historical sources for learning facts and characters from Portuguese history; (iv) to reflect on the role of historical sources as a mobilizing resource for production/communication in history. To meet these objectives, a mixed methodology was used, with data collected through work scripts, evaluation sheets, and field notes. The results obtained through these instruments were evaluated through statistical and content analysis. The analysis carried out allowed us to understand that: (i) written historical sources contribute to the development of more autonomous and motivated students; (ii) students acquire new knowledge about historical facts and characters through the exploration of historical sources; (iii) primary historical sources contribute to the development of historical-geographical skills, namely selecting, organizing and processing information of a diverse nature, as well as mobilizing historical and geographical vocabulary in the construction of knowledge and communication in History and Geography.
Description
Relatório de Prática de Ensino Supervisionada 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
Keywords
Fontes históricas primárias Comunicação em História Competências histórico-geográficas 2.º ciclo do ensino básico Primary historical sources Communication in History Historical-geographical skills 2nd cycle of basic education
Citation
Nunes, B. F. S. (2024). As fontes primárias como recurso didático para o desenvolvimento de competências históricas no 2.º ciclo do ensino básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/17946