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Abstract(s)
As rotinas de sala de aula podem trazer um contributo importantíssimo para a formação de uma cidadania democrática nos alunos do 1.º Ciclo do Ensino Básico, promovendo o desenvolvimento de Competências para uma Cultura da Democracia, o que contribuirá, no mesmo sentido, para o desenvolvimento dessas mesmas competências entre os alunos no 2.º Ciclo. Para o presente estudo definiu-se a seguinte problemática: Qual o contributo das práticas de ensino no 1.º CEB para o desenvolvimento de Competências para uma Cultura da Democracia, que permitam aprofundar as representações dos alunos sobre o conceito de Democracia no 2.º CEB? Partindo desta problemática, definiram-se quatro objetivos investigativos: (i) analisar as representações dos alunos do 2.º CEB sobre o conceito de “democracia”; (ii) analisar o contributo de rotinas pedagógicas e didáticas do 1.º CEB para o desenvolvimento de CCD; (iii) relacionar os resultados alcançados no 1.º CEB com as principais linhas caracterizadoras das representações dos alunos do 2.º CEB sobre a Democracia”; (iv) refletir sobre os princípios orientadores e a prática docente do 1.º CEB que permitam garantir o desenvolvimento de uma cidadania democrática no Ensino Básico. Recorrendo a uma metodologia de caráter qualitativo, foi possível constatar que as práticas pedagógicas em 1.º CEB, quando direcionadas para a formação de uma cidadania democrática, podem contribuir para aprofundar as conceções dos alunos
de 2.º CEB.
Classroom routines can make an extremely important contribution to the formation of democratic citizenship in primary school students, promoting the development of competences for a culture of democracy, which will also contribute to the development of these same competences among secondary school students. The following problem was defined for this study: What is the contribution of teaching practices in primary school to the development of Competences for a Culture of Democracy, which will enable students' representations of the concept of Democracy to be deepened in secondary school? Based on this problem, four research objectives were defined: (i) to analyse the representations of 2nd grade students about the concept of "democracy"; (ii) to analyse the contribution of teaching and learning routines in the 1st grade to the development of CCD; (iii) to relate the results achieved in the 1st grade to the main characteristics of the concept of democracy. (iii) relate the results achieved in primary school to the main lines characterising the representations of primary school students about democracy"; (iv) reflect on the guiding principles and teaching practice in primary school to ensure the development of democratic citizenship in primary school. Using a qualitative methodology, it was possible to see that teaching practices in primary school, when geared towards the development of democratic citizenship, can contribute to deepening the conceptions of primary school students.
Classroom routines can make an extremely important contribution to the formation of democratic citizenship in primary school students, promoting the development of competences for a culture of democracy, which will also contribute to the development of these same competences among secondary school students. The following problem was defined for this study: What is the contribution of teaching practices in primary school to the development of Competences for a Culture of Democracy, which will enable students' representations of the concept of Democracy to be deepened in secondary school? Based on this problem, four research objectives were defined: (i) to analyse the representations of 2nd grade students about the concept of "democracy"; (ii) to analyse the contribution of teaching and learning routines in the 1st grade to the development of CCD; (iii) to relate the results achieved in the 1st grade to the main characteristics of the concept of democracy. (iii) relate the results achieved in primary school to the main lines characterising the representations of primary school students about democracy"; (iv) reflect on the guiding principles and teaching practice in primary school to ensure the development of democratic citizenship in primary school. Using a qualitative methodology, it was possible to see that teaching practices in primary school, when geared towards the development of democratic citizenship, can contribute to deepening the conceptions of primary school 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
Competências Cultura democrática Cidadania Democracia. Competences Democratic culture Democratic citizenship Democracy
Citation
Nunes, R. V. L. (2023). O desenvolvimento de competências para uma cidadania democrática no 1.º e 2.º CEB (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16905