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Abstract(s)
O presente relatório resulta da Prática de Ensino Supervisionada no âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo. A investigação realizada tem como problemática central: A compreensão do passado a partir de situações do presente recorrendo a estratégias ativas de aprendizagem contribui para o desenvolvimento de competências de comunicação e pensamento crítico em História. Para dar uma resposta à problemática
definida, formularam-se os objetivos: (i) Compreender de que modo os problemas sociais do presente permitem construir conhecimento sobre o passado; (ii) Caracterizar as estratégias de ensino e aprendizagem que permitem a realização de aprendizagens ativas; (iii) Analisar as competências de comunicação em História desenvolvidas pelos alunos; (iv) Analisar as competências de pensamento crítico desenvolvidas pelos alunos. Metodologicamente, o estudo integra procedimentos de natureza qualitativa, recorrendo predominantemente a análise de conteúdo através de diferentes fontes, que incluíram planificações de aulas, produções escritas e orais dos alunos e atividades realizadas em sala de aula. Os resultados obtidos permitem reconhecer as estratégias utilizadas, pelas melhorias na participação, na expressão oral e escrita e na capacidade crítica dos alunos. Confirma-se também que o recurso a situações do presente para abordar conteúdos do passado favorece a construção de aprendizagens com sentido, aproximando os alunos dos temas históricos e promovendo uma relação mais ativa e reflexiva com o conhecimento. O estudo evidencia, ainda, o papel essencial da intencionalidade pedagógica e da investigação na formação de professores e na construção de práticas mais conscientes e eficazes.
This report results from the Supervised Teaching Practice carried out within the Master's Degree in Teaching at the 1st Cycle of Basic Education and in Portuguese and History and Geography of Portugal at the 2nd Cycle. The central research problem was defined as: To what extent does understanding the past through present-day situations, using active learning strategies, contribute to the development of communication and critical thinking skills in History. To address this problem, four research objectives were formulated: i) To understand how present-day social issues can support the construction of knowledge about the past; (ii) To characterize teaching and learning strategies that promote active learning; (iii) To analyze the communication skills in History and Geography developed by students; (iv) To analyze the critical thinking skills fostered through the intervention. Methodologically, the study follows a qualitative approach, relying mainly on content analysis using various sources, including lesson plans, students’ written and oral productions, and classroom activities. The findings indicate a positive impact of the strategies implemented, with improvements observed in students’ participation, oral and written expression, and critical thinking. It is concluded that using present-day contexts to approach historical content supports the construction of meaningful learning, bringing students closer to historical topics and fostering a more active and reflective relationship with knowledge. The study thus highlights the essential role of pedagogical intentionality and educational research in teacher training and the development of more conscious and effective teaching practices.
This report results from the Supervised Teaching Practice carried out within the Master's Degree in Teaching at the 1st Cycle of Basic Education and in Portuguese and History and Geography of Portugal at the 2nd Cycle. The central research problem was defined as: To what extent does understanding the past through present-day situations, using active learning strategies, contribute to the development of communication and critical thinking skills in History. To address this problem, four research objectives were formulated: i) To understand how present-day social issues can support the construction of knowledge about the past; (ii) To characterize teaching and learning strategies that promote active learning; (iii) To analyze the communication skills in History and Geography developed by students; (iv) To analyze the critical thinking skills fostered through the intervention. Methodologically, the study follows a qualitative approach, relying mainly on content analysis using various sources, including lesson plans, students’ written and oral productions, and classroom activities. The findings indicate a positive impact of the strategies implemented, with improvements observed in students’ participation, oral and written expression, and critical thinking. It is concluded that using present-day contexts to approach historical content supports the construction of meaningful learning, bringing students closer to historical topics and fostering a more active and reflective relationship with knowledge. The study thus highlights the essential role of pedagogical intentionality and educational research in teacher training and the development of more conscious and effective teaching practices.
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
Relação passado-presente Comunicação histórica Pensamento crítico Past-present relationship Historical communication Critical thinking História e Geografia de Portugal 2.º CEB History and Geography of Portugal
Pedagogical Context
Citation
Vieira, B. F. (2025). O tempo presente: recurso para compreender
O tempo passado em história e geografia de Portugal
[Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22184