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Advisor(s)
Abstract(s)
O presente relatório final surge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, do 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, da Escola Superior de Educação, do Instituto Politécnico de Lisboa. Esta unidade curricular contempla a realização de duas intervenções educativas, no 1.º e 2.º Ciclo do Ensino Básico, e a elaboração de um estudo de caráter investigativo. O estudo, no presente relatório, tem como problemática: O ensino e aprendizagem da História de Portugal, nomeadamente o estudo da Revolução Liberal de 1820,
contribui para a formação de uma cidadania democrática, no 2º CEB. Foram definidos os seguintes objetivos de investigação: (i) Analisar as representações dos alunos sobre o conceito de democracia; (ii) Analisar o processo de desenvolvimento de uma conceção de cidadania democrática a partir do processo histórico fundador do Estado Liberal; e (iii) Refletir sobre o contributo do ensino e aprendizagem da História de Portugal para a construção de uma cidadania democrática. A metodologia utilizada foi de natureza qualitativa, tendo sido recolhidos dados através de inquéritos por questionários e representação iconográfica e, posteriormente,
feita a análise de conteúdo e estatística. Os dados obtidos permitiram-nos compreender (i) que os alunos, numa fase inicial, ainda têm uma conceção embrionária sobre a democracia; e que (ii) a aprendizagem da História de Portugal contribui para a construção de uma conceção mais concreta e mais rigorosa dos alunos sobre a democracia.
This final report appears within the scope of the Curricular Unit of Supervised Teaching Practice II, in 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, at the School of Education of the Polytechnic Institute of Lisbon. This curricular unit includes the performance of two educational interventions in the 1st and 2nd Cycles of Basic Education, and the development of an investigative study. The study in this report focuses on the problematic: The teaching and learning of the History of Portugal, specifically the study of the Liberal Revolution of 1820, contribute to the formation of democratic citizenship in the 2nd Cycle of Basic Education. The following research objectives were defined: (i) Analyze students' representations of the concept of democracy; (ii) Analyze the process of developing a conception of democratic citizenship based on the historical foundation of the Liberal State; and (iii) Reflect on the contribution of teaching and learning the History of Portugal to the construction of a democratic citizenship. The methodology used was qualitative in nature, with data collected through questionnaires and iconographic representation, followed by content and statistical analysis. The obtained data allowed us to understand (i) that students, initially, have an embryonic conception of democracy, and (ii) that learning the History of Portugal contributes to the development of a more accurate and concrete understanding of democracy among the students.
This final report appears within the scope of the Curricular Unit of Supervised Teaching Practice II, in 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, at the School of Education of the Polytechnic Institute of Lisbon. This curricular unit includes the performance of two educational interventions in the 1st and 2nd Cycles of Basic Education, and the development of an investigative study. The study in this report focuses on the problematic: The teaching and learning of the History of Portugal, specifically the study of the Liberal Revolution of 1820, contribute to the formation of democratic citizenship in the 2nd Cycle of Basic Education. The following research objectives were defined: (i) Analyze students' representations of the concept of democracy; (ii) Analyze the process of developing a conception of democratic citizenship based on the historical foundation of the Liberal State; and (iii) Reflect on the contribution of teaching and learning the History of Portugal to the construction of a democratic citizenship. The methodology used was qualitative in nature, with data collected through questionnaires and iconographic representation, followed by content and statistical analysis. The obtained data allowed us to understand (i) that students, initially, have an embryonic conception of democracy, and (ii) that learning the History of Portugal contributes to the development of a more accurate and concrete understanding of democracy among the students.
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 no 2.º Ciclo do Ensino Básico
Keywords
Democracia História de Portugal Cidadania democrática Ensino Conceção Democracy History of Portugal Democratic citizenship Teaching Conception
Citation
Santos, M. M. F. (2023). Da História de Portugal à formação de uma cidadania democrática. uma experiência didática no 2º CEB (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16930