A carregar...
Publicação
Aprender história e geografia de Portugal a partir da literatura para a infância no 1.º CEB
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 16.64 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente relatório foi desenvolvido no âmbito da Prática de Ensino Supervisionada II, do Mestrado em Ensino do 1.º Ciclo de Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico. Encontra-se dividido em duas partes: (i) descrição sintética e análise das práticas desenvolvidas nos dois ciclos de ensino (1.º e 2.º) e (ii) apresentação, desenvolvimento e resultados do estudo realizado com uma turma de 4.º ano do 1.º CEB. Vários estudos apontam a Literatura para a Infância como um recurso pedagógico relevante, capaz de estimular a imaginação, o pensamento crítico e o enriquecimento do vocabulário, entre outros benefícios. Colocou-se, assim, a questão de saber se também poderia apoiar a aprendizagem de conteúdos de História de Portugal. Deste modo surgiu o estudo do apresentado neste relatório, intitulado Aprender História e Geografia de Portugal a partir da literatura para a infância no 1.º CEB, para compreender como a literatura pode apoiar o desenvolvimento e consolidação do conhecimento histórico dos alunos. Para a concretização do estudo, aplicaram-se dois testes (diagnóstico e pós-teste), para analisar o nível de conhecimento antes e após a intervenção. Foram administrados dois questionários aos alunos, para conhecer as suas conceções sobre o uso da Literatura para a Infância como recurso pedagógico, assim como uma entrevista à Professora Cooperante. Durante a intervenção foram realizadas duas atividades, baseadas na exploração de obras de Literatura para a infância que abordam acontecimentos históricos. Os resultados obtidos evidenciaram que a utilização de Literatura para a Infância se revelou uma estratégia benéfica para a aprendizagem de História de Portugal no 1.º CEB. Verificou-se também um aumento do envolvimento, motivação e curiosidade dos alunos, demonstrando que a literatura pode funcionar como um meio de articulação entre as áreas disciplinares de Português e Estudo do Meio.
This report was developed as part of Supervised Teaching Practice II, part of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. It is divided into two parts: (i) a summary description and analysis of the practices developed in the two teaching cycles (1st and 2nd) and (ii) the presentation, development, and results of the study carried out with a 4th-grade class in the 1st cycle of basic education. Several studies point to Children's Literature as a relevant pedagogical resource, capable of stimulating imagination, critical thinking, and vocabulary enrichment, among other benefits. This raised the question of whether it could also support the learning of Portuguese history content. This led to the study presented in this report, entitled Learning Portuguese History and Geography from Children's Literature in the 1st CEB, to understand how literature can support the development and consolidation of students' historical knowledge. To carry out the study, two tests (diagnostic and post-test) were applied to analyze the level of knowledge before and after the intervention. Two questionnaires were administered to the students to learn about their perceptions of the use of children's literature as a teaching resource, as well as an interview with the cooperating teacher. During the intervention, two activities were carried out, based on the exploration of works of children's literature that address historical events. The results obtained showed that the use of children's literature proved to be a beneficial strategy for learning Portuguese History in the 1st CEB. There was also an increase in student engagement, motivation, and curiosity, demonstrating that literature can serve as a means of articulation between the subject areas of Portuguese and Social Studies.
This report was developed as part of Supervised Teaching Practice II, part of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. It is divided into two parts: (i) a summary description and analysis of the practices developed in the two teaching cycles (1st and 2nd) and (ii) the presentation, development, and results of the study carried out with a 4th-grade class in the 1st cycle of basic education. Several studies point to Children's Literature as a relevant pedagogical resource, capable of stimulating imagination, critical thinking, and vocabulary enrichment, among other benefits. This raised the question of whether it could also support the learning of Portuguese history content. This led to the study presented in this report, entitled Learning Portuguese History and Geography from Children's Literature in the 1st CEB, to understand how literature can support the development and consolidation of students' historical knowledge. To carry out the study, two tests (diagnostic and post-test) were applied to analyze the level of knowledge before and after the intervention. Two questionnaires were administered to the students to learn about their perceptions of the use of children's literature as a teaching resource, as well as an interview with the cooperating teacher. During the intervention, two activities were carried out, based on the exploration of works of children's literature that address historical events. The results obtained showed that the use of children's literature proved to be a beneficial strategy for learning Portuguese History in the 1st CEB. There was also an increase in student engagement, motivation, and curiosity, demonstrating that literature can serve as a means of articulation between the subject areas of Portuguese and Social Studies.
Descrição
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
Palavras-chave
Literatura para a infância História de Portugal Interdisciplinaridade Children´s literature History of Portugal Interdisciplinarity
Contexto Educativo
Citação
Filipe, R. S. P. (2025). Aprender história e geografia de Portugal a partir da literatura para a infância no 1.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/10400.21/22621