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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, do Curso de Mestrado em Ensino do 1.º Ciclo e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico, da Escola Superior de Educação de Lisboa. Este documento encontra-se dividido em duas partes, sendo que a primeira se direciona para a descrição e análise crítica da prática pedagógica desenvolvida ao longo dos dois estágios; e a segunda debruça-se sobre o estudo investigativo, o qual resulta das características do contexto do 2.º Ciclo e, também, de motivações e preocupações pessoais.
A investigação realizada centra-se na temática geral dos métodos de ensino da História, tendo sido definida uma questão central, a saber, que características deve assumir o método expositivo de modo a garantir a participação ativa dos alunos na construção do conhecimento, nas aulas de História do 2.º CEB?
Para o desenvolvimento do estudo tornou-se imprescindível apurar, primeiramente, as características do método expositivo preconizado pela professora cooperante de ambas as turmas, e encontrar estratégias que potenciem a participação ativa dos alunos. A análise de resultados, alcançados através de grelhas de observação, de uma entrevista e de um inquérito por questionário, permitiu compreender se se respeitaram as características do método adotado e, por sua vez, se se promoveu e possibilitou a participação por parte dos alunos na construção dos seus conhecimentos no âmbito da História. Reconhecendo que as limitações do estudo não permitem generalizações, tal não significa que não se possam inferir algumas conclusões que nos ajudem a comprovar que o método expositivo é passível de ser complementado com uma participação ativa dos alunos, ocupando, ainda hoje, um lugar de relevo no processo de ensino e aprendizagem da História.
ABSTRACT This report inserts itself in the curricular unit of Supervised Teaching methods II, of the Master’s Degree in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, in the Higher School of Education of Lisbon. The present document is divided in two different parts. The first, addresses the description and analysis of pedagogical practices undertaken in the two internships. The second, is about the investigation study, which emerged by the characteristics of the 2nd cycle context and, as well, personal concerns and motivations. The central theme of this investigation is the general methods of teaching History, focused on a specific problem, which characteristics should the expositive method have to make sure there is an active participation from the students, regarding knowledge construction, in the history classes of the 2nd CBE? To the development of the case study it was essential to determine the characteristics of the expository method provided by the cooperating teacher of both classes, and, also, to find strategies to enhance the student’s active participation. The analysis of the results, achieved through observation grids, an interview and a survey, made it possible to understand if the adopted method characteristics were respected and, as well, if the student’s participation was promoted and made possible for the construction of their knowledge in History. Recognizing that the study’s limitations do not allow for generalizations, this does not mean that one cannot make some conclusions that can help us prove that it possible for the expository method to be augmented by an active participation from the students, being, even today, a prominent place in the teaching and learning process of History.
ABSTRACT This report inserts itself in the curricular unit of Supervised Teaching methods II, of the Master’s Degree in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, in the Higher School of Education of Lisbon. The present document is divided in two different parts. The first, addresses the description and analysis of pedagogical practices undertaken in the two internships. The second, is about the investigation study, which emerged by the characteristics of the 2nd cycle context and, as well, personal concerns and motivations. The central theme of this investigation is the general methods of teaching History, focused on a specific problem, which characteristics should the expositive method have to make sure there is an active participation from the students, regarding knowledge construction, in the history classes of the 2nd CBE? To the development of the case study it was essential to determine the characteristics of the expository method provided by the cooperating teacher of both classes, and, also, to find strategies to enhance the student’s active participation. The analysis of the results, achieved through observation grids, an interview and a survey, made it possible to understand if the adopted method characteristics were respected and, as well, if the student’s participation was promoted and made possible for the construction of their knowledge in History. Recognizing that the study’s limitations do not allow for generalizations, this does not mean that one cannot make some conclusions that can help us prove that it possible for the expository method to be augmented by an active participation from the students, being, even today, a prominent place in the teaching and learning process of History.
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 em Português e História e Geografia de Portugal do 2.º Ciclo do Ensino Básico
Keywords
Métodos Método expositivo Participação ativa dos alunos Construção do conhecimento histórico Methods Expositive method Active student participation Knowledge construction in history
Citation
Gonçalves, S. P. S. (2018). O método expositivo no ensino da história no 2º ciclo do ensino básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9700