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Authors
Advisor(s)
Abstract(s)
O presente relatório pretende apresentar a prática desenvolvida ao longo de dois
estágios em contexto de 1.º Ciclo do Ensino Básico e 2.º Ciclo do Ensino Básico,
refletindo acerca das mesmas, para além de apresentar o estudo emergente do contexto
de 2.º Ciclo do Ensino Básico. Estudo esse que se centra na análise das opções
metodológicas dos professores cooperantes, bem como no desenvolvimento das
competências histórico-geográficas.
Numa primeira fase, decorreu o período de observação, no qual foram recolhidos
dados acerca das características das turmas, escolas e meios envolventes e do modo
como cada docente realiza a gestão do currículo e quais as metodologias que os
próprios privilegiam. Ao compreender as grandes diferenças entre as opções
metodológicas adotadas pelos docentes de História e Geografia de Portugal, revelouse
pertinente compreender em que medida essas opções podem influenciar o
desenvolvimento das competências histórico-geográficas nos alunos.
Deste modo, a investigação que é apresentada neste documento, pretende
analisar e refletir acerca dessas práticas e metodologias e no modo como as mesmas
promovem o desenvolvimento das competências histórico-geográficas.
Para a realização deste estudo, foi fundamental caracterizar as competências
histórico-geográficas e as várias metodologias que podem ser adotadas por um
professor de História e Geografia de Portugal, bem como analisar os resultados obtidos
pelos alunos e as competências trabalhadas ao longo das aulas com ambas as turmas.
A análise dos resultados, através de grelhas de observação, análise de conteúdo das
produções dos alunos e fichas de avaliação, as entrevistas e pesquisa bibliográfica
permitiu compreender que competências são desenvolvidas em cada metodologia.
ABSTRACT The present report aims to present the practice developed during the course of two internships in the context of the 1st Cycle of Basic Education and the 2nd Cycle of Basic Education, reflecting on them, in addition to presenting the emerging study of the context of the 2nd Cycle of Basic Education. This study focuses on the analysis of methodological options of the cooperative teachers, as well as the development of historical-geographical skills. In the first phase, the observation period took place, in which data on the characteristics of the classes, schools and surrounding environments was obtained, as was the way each faculty member manages the curriculum and which methodologies they favour. By understanding the great differences between the methodological options adopted by Portuguese History and Geography teachers, it was pertinent to perceive the extent to which these options may influence the development of historical-geographical skills in students. Thus, the investigation presented on this document, intends to analyse and reflect on those practices and methodologies and in the way they promote the development of historical-geographical skills. For the making of this study, it was fundamental to characterise the historicalgeographical skills and the various methodologies that can be adopted by a Portuguese History and Geography teacher, as well as analyse the results obtained by the students and what skills both classes worked through during lessons. The analysis of the results - through observation sheets, content analysis of students’ works and evaluation papers, as well as bibliographic research has allowed to comprehend what skills are developed in each methodology.
ABSTRACT The present report aims to present the practice developed during the course of two internships in the context of the 1st Cycle of Basic Education and the 2nd Cycle of Basic Education, reflecting on them, in addition to presenting the emerging study of the context of the 2nd Cycle of Basic Education. This study focuses on the analysis of methodological options of the cooperative teachers, as well as the development of historical-geographical skills. In the first phase, the observation period took place, in which data on the characteristics of the classes, schools and surrounding environments was obtained, as was the way each faculty member manages the curriculum and which methodologies they favour. By understanding the great differences between the methodological options adopted by Portuguese History and Geography teachers, it was pertinent to perceive the extent to which these options may influence the development of historical-geographical skills in students. Thus, the investigation presented on this document, intends to analyse and reflect on those practices and methodologies and in the way they promote the development of historical-geographical skills. For the making of this study, it was fundamental to characterise the historicalgeographical skills and the various methodologies that can be adopted by a Portuguese History and Geography teacher, as well as analyse the results obtained by the students and what skills both classes worked through during lessons. The analysis of the results - through observation sheets, content analysis of students’ works and evaluation papers, as well as bibliographic research has allowed to comprehend what skills are developed in each methodology.
Description
Relatório de Estágio 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
Modelos metodológicas Competências Competências histórico-geográficas História e Geografia de Portugal 2.º ciclo do ensino básico Methodological models Skills Historical-geographical skills Portuguese History and Geography 2nd cycle of basic education
Citation
Marques, I. S. (2019). Ensinar e aprender História e Geografia no 2.º CEB: interdisciplinaridade, integração currucular e desenvolvimento de competências (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/11033
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa