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Estudar o passado a partir de questões sociais relevantes do presente: uma experiência didática em história e geografia de Portugal no 2.º CEB
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Abstract(s)
O presente relatório, é realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, inserida no último ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal do 2.º Ciclo de Ensino Básico, ministrado pela Escola Superior de Educação de Lisboa. O documento organiza-se em duas partes fundamentais, sendo que a primeira contempla a descrição e análise crítica da prática pedagógica supervisionada desenvolvida no 1.º e no 2.º ciclo do Ensino Básico. A segunda parte, integra o estudo de carácter investigativo, desenvolvido na disciplina de HGP com alunos de 6.º ano, a partir da problemática: A compreensão do passado a partir de Questões Socais Relevantes do presente contribui para o
desenvolvimento da consciência e da imaginação histórica. São três os objetivos que orientam a investigação: (i) refletir sobre o recurso às QSR do presente como estratégia para compreender o passado; (ii) compreender de que modo os alunos mobilizam os conhecimentos do presente para analisarem o passado e para desenvolverem a consciência histórica, (iii) analisar os contributos do estudo do passado a partir de situações do presente para a formação da imaginação histórica. Metodologicamente o estudo recorre a procedimentos de natureza essencialmente qualitativa, mobilizando para a análise as planificações da sequência letiva, as produções e os questionários aplicados aos alunos. Os resultados alcançados permitem validar a abordagem pedagógico-didática de QSR como um desafio que transporta os alunos para a reflexão constante sobre o passado,
estabelecendo pontes com o presente e perspetivando o futuro. Esta abordagem de ensino
e aprendizagem, contribuiu para: (i) a formação de uma consciência histórica da temporalidade, pela análise e perceção das mudanças e das continuidades entre passado-presente;(ii) a formação da imaginação histórica, por conduzir os alunos na compreensão do passado mobilizando a empatia, do pensamento crítico e criativo; (iii) a construção da cidadania, com uma perspetiva democrática e transformadora.
This report is produced within the scope of the Curricular Unit of Supervised Teaching Practice II, part of the final year of the Master’s Degree in Teaching for the 1st Cycle of Basic Education and in Portuguese and History and Geography of Portugal for the 2nd Cycle of Basic Education, offered by the Lisbon School of Education. The document is organized into two main sections. The first section includes a description and critical analysis of the supervised pedagogical practice carried out in the 1st and 2nd cycles of Basic Education. The second section presents the investigative study conducted in the History and Geography of Portugal (HGP) discipline, involving 6th-grade students, based on the following problematic: Does understanding the past through Relevant Social Issues (RSIs) from the present contribute to the development of historical consciousness and imagination? Three research objectives guide the study: (i) to reflect on the use of present-day RSIs as a strategy for understanding the past; (ii) to understand how students draw on current knowledge to analyze the past and develop historical consciousness; (iii) to examine the contributions of studying the past through present-day situations to the formation of historical imagination. Methodologically, the study relies primarily on qualitative procedures, using lesson plans, student-produced work and questionnaires as analytical tools. The results validate the pedagogical and didactic approach based on RSIs as a challenge that encourages students to engage in continuous reflection on the past, building bridges with the present and envisioning the future. This teaching and learning approach contributed to: (i) the development of historical consciousness of temporality, through analysis and perception of changes and continuities between past and present; (ii) the development of historical imagination, by guiding students in understanding the past through empathy, critical and creative thinking; (iii) the construction of citizenship, grounded in a democratic and transformative perspective.
This report is produced within the scope of the Curricular Unit of Supervised Teaching Practice II, part of the final year of the Master’s Degree in Teaching for the 1st Cycle of Basic Education and in Portuguese and History and Geography of Portugal for the 2nd Cycle of Basic Education, offered by the Lisbon School of Education. The document is organized into two main sections. The first section includes a description and critical analysis of the supervised pedagogical practice carried out in the 1st and 2nd cycles of Basic Education. The second section presents the investigative study conducted in the History and Geography of Portugal (HGP) discipline, involving 6th-grade students, based on the following problematic: Does understanding the past through Relevant Social Issues (RSIs) from the present contribute to the development of historical consciousness and imagination? Three research objectives guide the study: (i) to reflect on the use of present-day RSIs as a strategy for understanding the past; (ii) to understand how students draw on current knowledge to analyze the past and develop historical consciousness; (iii) to examine the contributions of studying the past through present-day situations to the formation of historical imagination. Methodologically, the study relies primarily on qualitative procedures, using lesson plans, student-produced work and questionnaires as analytical tools. The results validate the pedagogical and didactic approach based on RSIs as a challenge that encourages students to engage in continuous reflection on the past, building bridges with the present and envisioning the future. This teaching and learning approach contributed to: (i) the development of historical consciousness of temporality, through analysis and perception of changes and continuities between past and present; (ii) the development of historical imagination, by guiding students in understanding the past through empathy, critical and creative thinking; (iii) the construction of citizenship, grounded in a democratic and transformative perspective.
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
Questões sociais relevantes Consciência histórica Imaginação histórica História e geografia de Portugal 2.º CEB Relevant social issues Historical consciousness Historical Imagination History and geography of Portugal 2nd cycle of basic education
Pedagogical Context
Citation
Désirate, M. S. (2025). Estudar o passado a partir de questões sociais relevantes do presente: uma experiência didática em história e geografia de Portugal no 2.º CEB [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22241