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Authors
Advisor(s)
Abstract(s)
O presente relatório foi realizado no âmbito da Unidade Curricular Prática de
Ensino Supervisionada II (PES II), integrada no 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), que teve como ponto de partida a intervenção numa turma do 3.º ano do
1.º CEB. A investigação decorreu das potencialidades e fragilidades encontradas no 3.º
ano, especificamente na dificuldade em (re)conhecer o património local. A problemática
central do estudo assenta em compreender de que forma o recurso ao património como
estratégia de ensino e aprendizagem da História garante o desenvolvimento de
competências histórico-geográficas de recolha, e análise de informação, e de
comunicação em História. Desta forma, os objetivos da investigação foram: i) Identificar
contributos do recurso ao património local para compreender a História; ii) Relacionar o
estudo do património local com o desenvolvimento de competências de recolha,
tratamento e análise de informação; e iii) Caracterizar as competências de comunicação
em História desenvolvidas a partir do estudo do património local que permitiram
conceber estratégias e atividades que tiveram o envolvimento dos alunos e lhes
possibilitou ter contacto direto com o património local. No presente estudo foi utilizada a
metodologia apoiada no método de Investigação – Ação e em relação aos métodos e
técnicas de recolha e tratamento de dados de natureza qualitativa. As atividades em
que os alunos foram construtores do seu próprio conhecimento permitiram, no final,
percecionar a evolução dos mesmos no que respeita ao (re)conhecimento do património
que os envolve.
ABSTRACT This study was developed within the scope of Supervised Teaching Practice II (PES II), integrated in the Masters in Teaching of the 1st Cycle of Primary Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Primary Education (CEB). The investigation was based on the potentials and frailties found in 3rd year, especially in the difficulties of (re)knowing local heritage. The central problem of the study is to understand how the use of heritage as a teaching and learning strategy of history guarantees the development of historical-geographical skills of collection and analysis of information, and communication in history. Therefore the objectives of the research were: i) identify contributions of the resource to the local heritage to understand History; ii) relate the study of the local heritage with the development of skills for the collection, treatment and analysis of information; and iii) characterize the communication skills in History developed from the study of the local heritage that allowed to conceive strategies and activities that had the involvement of the students and enabled them to have direct contact with the local heritage. In this study the method used was supported by the investigation-action process and in relation to the collection methods and techniques and data treatment of qualitative nature. The activities in which the students were builders of their own knowledge allowed, in the end, to perceive the evolution of the same ones with respect to the (re)knowledge of the heritage that surrounds them.
ABSTRACT This study was developed within the scope of Supervised Teaching Practice II (PES II), integrated in the Masters in Teaching of the 1st Cycle of Primary Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Primary Education (CEB). The investigation was based on the potentials and frailties found in 3rd year, especially in the difficulties of (re)knowing local heritage. The central problem of the study is to understand how the use of heritage as a teaching and learning strategy of history guarantees the development of historical-geographical skills of collection and analysis of information, and communication in history. Therefore the objectives of the research were: i) identify contributions of the resource to the local heritage to understand History; ii) relate the study of the local heritage with the development of skills for the collection, treatment and analysis of information; and iii) characterize the communication skills in History developed from the study of the local heritage that allowed to conceive strategies and activities that had the involvement of the students and enabled them to have direct contact with the local heritage. In this study the method used was supported by the investigation-action process and in relation to the collection methods and techniques and data treatment of qualitative nature. The activities in which the students were builders of their own knowledge allowed, in the end, to perceive the evolution of the same ones with respect to the (re)knowledge of the heritage that surrounds them.
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
Património local Competências histórico-geográficas Ensino de História 1.º ciclo do ensino básico Educação patrimonial Educação histórica Local heritage Historical-geographical skills History teaching 1st cycle of basic education Patrimonial education Historical education
Citation
Lourenço, I. S. P. (2019). Descobrir a história através do património local: o envolvimento de uma turma do 3.º ano do ensino básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10992
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa