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Memória histórica e identidade nas aulas de história e geografia no 1.º e 2.º ciclo do ensino básico
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Advisor(s)
Abstract(s)
A presente investigação centra-se na forma como a construção de uma memória histórica, ancorada nos percursos individuais dos alunos, pode contribuir para a consolidação das suas identidades pessoais e coletivas, nos contextos do 1.º e 2.º Ciclo do Ensino Básico. Através de uma metodologia que se inspira na Investigação-Ação, foram implementadas estratégias pedagógicas que partiram das vivências dos alunos, como a elaboração de árvores genealógicas, recolha de testemunhos orais e exploração de
memórias familiares, com o objetivo de desenvolver competências históricas e geográficas de forma situada e significativa. Neste âmbito, foram desenvolvidas duas intervenções pedagógicas: uma no 1.º Ciclo, centrada no desenvolvimento da cidadania democrática através da participação em assembleias de turma e da mediação de conflitos; e outra no 2.º Ciclo, com foco na valorização das identidades e na consolidação de aprendizagens em História e Geografia de Portugal, por meio de práticas interdisciplinares e culturalmente significativas. Os dados evidenciam que, ao mobilizarem narrativas pessoais e intergeracionais,
os alunos conseguiram reconhecer-se como sujeitos históricos, ampliando a sua consciência espaciotemporal e fortalecendo os laços identitários com as suas origens e com o território de acolhimento. A investigação confirma, assim, que práticas educativas fundamentadas na memória próxima e na biografia podem ser profundamente transformadoras, promovendo a inclusão, a valorização da diversidade e a construção de uma cidadania ativa e reflexiva. Apesar de alguns constrangimentos metodológicos, os resultados obtidos revelam o potencial pedagógico da abordagem biográfica e culturalmente situada na formação de sujeitos críticos e conscientes do seu lugar na História.
This investigation focuses on how the construction of a historical memory anchored in students' individual journey can contribute to the consolidation of their personal and collective identities, in the context of the 1st and 2nd Cycles of Basic Education. Grounded in an Action Research methodology, the pedagogical intervention involved activities that drew on students’ familial and cultural experiences, particularly the creation of family trees, the collection of oral stories, and the exploration of intergenerational memories, with the aim of developing historical and geographical skills in a situated and meaningful way. In this context, two pedagogical interventions were carried out: one in the 1st cycle of Basic Education, focused on the development of democratic citizenship through class assemblies and conflict mediation; and another in the 2nd cycle, aimed at valuing students identities and consolidating learning in History and Geography of Portugal, through interdisciplinary and culturally meaningful practices. The data suggests that, by mobilising personal and intergenerational narratives, these strategies promoted the appropriation of historical and geographical concepts, enhanced the recognition of multiple belongings, and fostered a situated, critical understanding of the past. The findings suggest the students were able to recognise themselves as historical subjects, broadening their spatiotemporal awareness and strengthening their identity ties with their origins and the host territory. The research thus confirms that educational practices based on near memory and biography can be profoundly transformative, promoting inclusion, valuing diversity and building active and reflective citizenship. Despite certain methodological constraints, the integration of family memory into the curriculum proved effective in promoting identity, citizenship, and historical thinking.
This investigation focuses on how the construction of a historical memory anchored in students' individual journey can contribute to the consolidation of their personal and collective identities, in the context of the 1st and 2nd Cycles of Basic Education. Grounded in an Action Research methodology, the pedagogical intervention involved activities that drew on students’ familial and cultural experiences, particularly the creation of family trees, the collection of oral stories, and the exploration of intergenerational memories, with the aim of developing historical and geographical skills in a situated and meaningful way. In this context, two pedagogical interventions were carried out: one in the 1st cycle of Basic Education, focused on the development of democratic citizenship through class assemblies and conflict mediation; and another in the 2nd cycle, aimed at valuing students identities and consolidating learning in History and Geography of Portugal, through interdisciplinary and culturally meaningful practices. The data suggests that, by mobilising personal and intergenerational narratives, these strategies promoted the appropriation of historical and geographical concepts, enhanced the recognition of multiple belongings, and fostered a situated, critical understanding of the past. The findings suggest the students were able to recognise themselves as historical subjects, broadening their spatiotemporal awareness and strengthening their identity ties with their origins and the host territory. The research thus confirms that educational practices based on near memory and biography can be profoundly transformative, promoting inclusion, valuing diversity and building active and reflective citizenship. Despite certain methodological constraints, the integration of family memory into the curriculum proved effective in promoting identity, citizenship, and historical thinking.
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
Memória histórica Identidade Cultura Percursos de vida 1.º e 2.º CEB Educação intercultural Investigação-acção Historical memory Identity Culture Individual journeys Intercultural education Action research Primary and lower secondary education
Pedagogical Context
Citation
Poeiras, J. R. S. (2025). Memória histórica e identidade nas aulas de história e geografia no 1.º e 2.º ciclo do ensino básico [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22213