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Resumo(s)
O presente relatório final foi desenvolvido no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, integrada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, da Escola Superior de Educação de Lisboa. A investigação teve como tema central a integração de tecnologias digitais e abordagens das Ciências Sociais na educação, explorando de que forma estas ferramentas podem potenciar o processo de ensino-aprendizagem, sobretudo em contextos com carências socioeconómicas. No decurso do estudo, procurou-se compreender de que modo a implementação de tecnologias digitais afetava o envolvimento dos estudantes, o desenvolvimento de competências digitais e a relação com os conteúdos das Ciências Sociais. No âmbito da metodologia de investigação-ação, foram implementadas estratégias, tais como a observação direta, o registo em notas de campo, a aplicação de instrumentos de avaliação e a análise de questionários, a diferentes intervenientes no processo educativo. O estudo foi conduzido numa turma do 1.º ano de escolaridade, composta por 20 alunos, tendo contado igualmente com a colaboração e envolvimento de todos os elementos da comunidade escolar. Os resultados obtidos indicam que, ao longo das semanas, os alunos demonstraram uma aquisição progressiva de competências digitais e uma maior autonomia no uso de recursos tecnológicos. Foi igualmente observada uma diminuição de comportamentos desviantes em atividades com suporte tecnológico, demonstrando o potencial das TIC como aliadas na gestão da sala de aula e na motivação dos alunos. Contudo, o impacto direto nas aprendizagens relativas às Ciências Sociais foi condicionado pelo contexto da turma e pelas limitações de recursos disponíveis. Conclui-se, portanto, que a integração de tecnologias digitais no ensino, quando devidamente orientada e supervisionada, tem um impacto positivo nas práticas pedagógicas, permitindo o desenvolvimento de competências essenciais para o século XXI. Este estudo reforça a necessidade de investimento em infraestruturas tecnológicas no contexto escolar, bem como a promoção de uma cultura digital crítica e inclusiva que articule os saberes tecnológicos com os valores e conteúdos das Ciências Sociais.
This final report was developed within the scope of the Supervised Teaching Practice II course, part of the master’s degree in Teaching 1st Cycle Basic Education and Maths and Natural Sciences in the 2nd Cycle Basic Education, at the Escola Superior de Educação de Lisboa. This research focused on the integration of digital technologies and Social Sciences approaches in education, exploring how these tools can enhance the teaching and learning process, particularly in contexts marked by socioeconomic disadvantages. Throughout the study, the aim was to understand how the implementation of digital technologies influenced student engagement, the development of digital competencies, and the connection with Social Sciences content. Within the scope of action research methodology, strategies such as direct observation, field note recordings, assessment instruments, and questionnaire analysis were applied to various stakeholders in the educational process. The study was conducted in a 1st-grade class consisting of 20 students, with the collaboration and involvement of all members of the school community. The results show that, over the course of several weeks, students progressively acquired digital skills and became more autonomous in the use of technological resources. A reduction in disruptive behaviours during technology-supported activities was also observed, highlighting the potential of ICT as an ally in classroom management and student motivation. However, the direct impact on learning outcomes in Social Sciences was limited by the classroom context and the scarcity of available resources. It is concluded that the integration of digital technologies into teaching, when properly guided and supervised, has a positive impact on pedagogical practices, fostering the development of essential 21st-century skills. This study reinforces the need for investment in technological infrastructure within schools and the promotion of a critical and inclusive digital culture that bridges technological knowledge with the values and content of the Social Sciences.
This final report was developed within the scope of the Supervised Teaching Practice II course, part of the master’s degree in Teaching 1st Cycle Basic Education and Maths and Natural Sciences in the 2nd Cycle Basic Education, at the Escola Superior de Educação de Lisboa. This research focused on the integration of digital technologies and Social Sciences approaches in education, exploring how these tools can enhance the teaching and learning process, particularly in contexts marked by socioeconomic disadvantages. Throughout the study, the aim was to understand how the implementation of digital technologies influenced student engagement, the development of digital competencies, and the connection with Social Sciences content. Within the scope of action research methodology, strategies such as direct observation, field note recordings, assessment instruments, and questionnaire analysis were applied to various stakeholders in the educational process. The study was conducted in a 1st-grade class consisting of 20 students, with the collaboration and involvement of all members of the school community. The results show that, over the course of several weeks, students progressively acquired digital skills and became more autonomous in the use of technological resources. A reduction in disruptive behaviours during technology-supported activities was also observed, highlighting the potential of ICT as an ally in classroom management and student motivation. However, the direct impact on learning outcomes in Social Sciences was limited by the classroom context and the scarcity of available resources. It is concluded that the integration of digital technologies into teaching, when properly guided and supervised, has a positive impact on pedagogical practices, fostering the development of essential 21st-century skills. This study reinforces the need for investment in technological infrastructure within schools and the promotion of a critical and inclusive digital culture that bridges technological knowledge with the values and content of the Social Sciences.
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 Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Palavras-chave
Tecnologias digitais Ciências sociais Ensino-aprendizagem Digital technologies Social sciences Teaching and learning
Contexto Educativo
Citação
Soeiro, M. S. M. (2025). A integração de tecnologias digitais e abordagens das ciências sociais na educação como processo de ensino aprendizagem [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22620