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Advisor(s)
Abstract(s)
O presente Relatório insere-se na Unidade Curricular Prática do Ensino Supervisionada II do Mestrado 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 (CEB), da Escola Superior de Educação do Instituto Politécnico de Lisboa, frequentada no ano letivo de 2017/2018.
A atribuição de significado às aprendizagens realizadas é algo fundamental para um processo de ensino e aprendizagem integral, mas nem sempre fácil. A necessidade de aprender e trabalhar áreas como o Português ou Matemática é claro para as crianças, entendendo-se, de forma simples, a sua utilidade para o seu dia-a-dia e para o seu futuro. No entanto, quando se aborda a utilidade da aprendizagem de conteúdos relacionados com História e Geografia as respostas, por parte dos alunos, não são tão imediatas nem seguras.
Deste modo, importa, por um lado, identificar e analisar as conceções que os alunos possuem acerca da História e da Geografia, que utilidades atribuem às aprendizagens destas duas áreas do saber e, de que modo, estas duas áreas do saber podem ser trabalhadas nos primeiros anos de escolaridade, tendo em vista a promoção de aprendizagens significativas, seguindo um processo de evolução ao longo dos vários ciclos de ensino.
A ideia do desenvolvimento de competências histórico-geográficas, essenciais para a vida em sociedade, é algo ainda em processo de crescimento, bem como a clarificação dos conceitos de História e Geografia, por parte dos alunos do 2.º CEB. No entanto, defende-se que estes dois aspetos são cruciais para uma maior valorização destas duas áreas, tão essenciais para o desenvolvimento de futuros cidadãos.
Os resultados do estudo realizado, que emergiu das práticas realizadas, apontam no sentido de uma mudança na abordagem e trabalho realizado no âmbito da História e Geografia, logo desde os primeiros anos de escolarização, de forma a contrariar a ausência de significados atribuídos à aprendizagem destas áreas do saber.
ABSTRACT The current thesis/investigation report was developed within the Curricular Unit of the Supervision Teaching Practice II from Escola Superior de Educação of Instituto Politécnico de Lisboa in the 2017/2018 program. It was elaborated from the Masters in Primary school teaching and Masters in Portuguese Language and Portuguese History and Geography from the secondary stage of Basic Education. There is an imperative need of giving a strong meaning to the learning process, but unfortunately it isn't always an easy task. It is obvious to children that there is an existing necessity about learning and working on certain subjects, such as Portuguese Language or Mathematics. They can easily understand and relate to the importance of such subjects in their daily lives and in their future. However, students cannot give a coherent nor an immediate answer when they are approached about the usefulness of learning History and Geography. To that extent, there is an urge to analyse and identify the misconceptions that students have about PHG, as well as to understand what they think about the usefulness of these two subjects. Therefore, with the purpose of understanding how these subjects can be teached in the first years of primary school in order to promote a learning evolution process stated throughout the student's educational life. The concept of developing historical and geographic abilities as an essential notion in society, is still part of a growing process. It calls for the clarification of the competences about History and Geography to the students of the secondary stage of basic education. Therefore, developing abilities and clarifying the subjects are two crucial aspects for a high validation about these areas as essential to the development of future citizens of the world. The results of the study that emerged from the practices stated on this thesis, lean on the need of change in the learning process and in the approach of the subjects of PHG on an early educational stage. This way ensuring the recognition of meaning about these study areas.
ABSTRACT The current thesis/investigation report was developed within the Curricular Unit of the Supervision Teaching Practice II from Escola Superior de Educação of Instituto Politécnico de Lisboa in the 2017/2018 program. It was elaborated from the Masters in Primary school teaching and Masters in Portuguese Language and Portuguese History and Geography from the secondary stage of Basic Education. There is an imperative need of giving a strong meaning to the learning process, but unfortunately it isn't always an easy task. It is obvious to children that there is an existing necessity about learning and working on certain subjects, such as Portuguese Language or Mathematics. They can easily understand and relate to the importance of such subjects in their daily lives and in their future. However, students cannot give a coherent nor an immediate answer when they are approached about the usefulness of learning History and Geography. To that extent, there is an urge to analyse and identify the misconceptions that students have about PHG, as well as to understand what they think about the usefulness of these two subjects. Therefore, with the purpose of understanding how these subjects can be teached in the first years of primary school in order to promote a learning evolution process stated throughout the student's educational life. The concept of developing historical and geographic abilities as an essential notion in society, is still part of a growing process. It calls for the clarification of the competences about History and Geography to the students of the secondary stage of basic education. Therefore, developing abilities and clarifying the subjects are two crucial aspects for a high validation about these areas as essential to the development of future citizens of the world. The results of the study that emerged from the practices stated on this thesis, lean on the need of change in the learning process and in the approach of the subjects of PHG on an early educational stage. This way ensuring the recognition of meaning about these study areas.
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
Pré-conceitos História Geografia aprendizagem significativa History Geography Learning processes Misconception Learning evolution
Citation
Santos, A. V. C. (2018). Aprender História e Geografia para quê? Representações dos alunos sobre os (pré)conceitos de História e Geografia (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9566