| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.94 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
No âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico foi realizado o presente relatório final de estágio com a finalidade de obter o grau de mestre. Este relatório divide-se em duas partes fundamentais, sendo a primeira parte alusiva ao percurso realizado nas práticas de ensino supervisionadas (PES) no 1.º Ciclo do Ensino Básico (CEB) e no 2.º CEB e a segunda parte referente ao trabalho de investigação desenvolvido. No que concerne a primeira parte do relatório, nesta são descritos e caracterizados os contextos das práticas e efetuada uma apreciação crítica das competências desenvolvidas nestes. A reflexão crítica sobre as práticas deve sempre integrar a ação pedagógica, dado que os docentes estão em constante formação e atualização. É importante refletir sobre as práticas, mormente sobre as estratégias e metodologias utilizadas, para almejar uma melhoria destas. Na segunda parte do relatório é apresentado o trabalho de investigação que se destina a compreender as perspetivas dos alunos do 2.º CEB sobre a História e Geografia de Portugal como unidade curricular. A História e Geografia de Portugal (HGP) está presente ao longo de todo o ensino básico, apresentando-se como disciplina independente no 5.º ano de escolaridade. Os conteúdos abordados e competências desenvolvidas nesta disciplina contribuem imenso quer para a formação académica, quer para a formação cívica dos alunos, pelo que considerámos relevante tentar compreender se estes possuem consciência disso e que importância atribuem à disciplina. Os alunos são uma parte essencial da ação pedagógica, pelo que devemos procurar conhecer as suas perspetivas sobre o que lhes é ensinado. Assim sendo, a investigação pretende entender as suas diferentes perceções relativas à disciplina de HGP. Esta investigação contou com a colaboração de duas turmas do 2.º CEB, nomeadamente uma do 5.º ano de escolaridade e outra do 6.º ano de escolaridade, e com duas docentes da disciplina de HGP. Para dar resposta à questão-problema do estudo e atingir os objetivos propostos, foram realizados questionários aos alunos e solicitado que estes realizassem desenhos sobre a disciplina, de modo a obter resultados que permitissem uma análise mais aprofundada sobre as suas perspetivas em relação a HGP como unidade curricular. Além destas técnicas de recolha de dados, foram efetuadas entrevistas às docentes, para que, com a sua grande experiência e contacto com alunos ao longo dos anos, pudessem contribuir com comentários elucidantes sobre as perceções dos alunos em relação à disciplina e aos conteúdos abordados nesta. Através da análise e tratamento dos dados obtidos, concluiu-se que, de forma geral, os alunos perspetivam a unidade curricular de HGP como sendo importante para a sua formação cívica e académica, apesar de que existem vários fatores que podem influenciar estas perceções, como a abordagem dos conteúdos nas aulas, o docente e as estratégias e recursos que utiliza. As entrevistas às docentes permitiram acrescentar que apesar de os alunos considerarem a disciplina importante, por vezes não têm consciência do grande impacto que esta tem no seu futuro, devido ao desinteresse ou à sua idade. Porém, os alunos quando se demonstram interessados e motivados para novas aprendizagens, conseguem compreender a importância destas para a sua formação e para o seu futuro como cidadãos conscientes e ativos na sociedade.
Within the scope of the Master's in Teaching of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, this final internship report was produced in order to obtain the master's degree. This report is divided into two fundamental parts, the first part alluding to the path carried out in supervised teaching practices (PES) in the 1st Cycle of Basic Education (CEB) and in the 2nd CEB, and the second part referring to the work of research developed. Regarding the first part of the report, it describes and characterizes the contexts of the practices and makes a critical assessment of the skills developed in them. Critical reflection on practices must always be part of pedagogical action, given that teachers are constantly being trained and updated. It is important to reflect on the practices, in the sense of the strategies and methodologies used, to aim at their improvement. The second part of the report presents the research work that aims to understand the perspectives of 2nd CEB students on the History and Geography of Portugal as a curricular unit. The History and Geography of Portugal (HGP) is present throughout basic education appearing as an independent subject in the 5th year of schooling. The contents covered and skills developed in this course contribute immensely to both academic and civic education of students, so we considered it relevant to try to understand if they are aware of this and what importance they attach to the course. Students are an essential part of pedagogical action, so we must seek to know their perspectives on what is taught to them. Therefore, the investigation aims to understand their different perceptions regarding the subject of HGP. This investigation had the collaboration of two classes from the 2nd CEB, namely one from the 5th year of schooling and another from the 6th year of schooling, and with two teachers from the HGP subject. In order to answer the problem question of the study and achieve the proposed objectives, questionnaires were carried out to the students, and they were asked to make drawings about the discipline, in order to obtain results that would allow a more in-depth analysis of their perspectives in relation to HGP as curricular unit. In addition to these data collection techniques, interviews were carried out with the teachers, so that, with their great experience and contact with students over the years, they could contribute with elucidating comments on students' perceptions regarding the discipline and the contents covered in this. Through the analysis and treatment of the data obtained, it was concluded that, in general, students perceive the HGP curricular unit as being important for their civic and academic formation, although there are several factors that can influence these perceptions, such as the way the contents are approached in the classes, the teacher and the strategies and resources he uses. The interviews with the teachers made it possible to add that although students consider the subject to be important, sometimes they are not aware of the great impact it has on their future, due to lack of interest or their age. However, when students are interested and motivated for new learning, they can understand the importance of these for their training and for their future as conscious and active citizens in society
Within the scope of the Master's in Teaching of the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, this final internship report was produced in order to obtain the master's degree. This report is divided into two fundamental parts, the first part alluding to the path carried out in supervised teaching practices (PES) in the 1st Cycle of Basic Education (CEB) and in the 2nd CEB, and the second part referring to the work of research developed. Regarding the first part of the report, it describes and characterizes the contexts of the practices and makes a critical assessment of the skills developed in them. Critical reflection on practices must always be part of pedagogical action, given that teachers are constantly being trained and updated. It is important to reflect on the practices, in the sense of the strategies and methodologies used, to aim at their improvement. The second part of the report presents the research work that aims to understand the perspectives of 2nd CEB students on the History and Geography of Portugal as a curricular unit. The History and Geography of Portugal (HGP) is present throughout basic education appearing as an independent subject in the 5th year of schooling. The contents covered and skills developed in this course contribute immensely to both academic and civic education of students, so we considered it relevant to try to understand if they are aware of this and what importance they attach to the course. Students are an essential part of pedagogical action, so we must seek to know their perspectives on what is taught to them. Therefore, the investigation aims to understand their different perceptions regarding the subject of HGP. This investigation had the collaboration of two classes from the 2nd CEB, namely one from the 5th year of schooling and another from the 6th year of schooling, and with two teachers from the HGP subject. In order to answer the problem question of the study and achieve the proposed objectives, questionnaires were carried out to the students, and they were asked to make drawings about the discipline, in order to obtain results that would allow a more in-depth analysis of their perspectives in relation to HGP as curricular unit. In addition to these data collection techniques, interviews were carried out with the teachers, so that, with their great experience and contact with students over the years, they could contribute with elucidating comments on students' perceptions regarding the discipline and the contents covered in this. Through the analysis and treatment of the data obtained, it was concluded that, in general, students perceive the HGP curricular unit as being important for their civic and academic formation, although there are several factors that can influence these perceptions, such as the way the contents are approached in the classes, the teacher and the strategies and resources he uses. The interviews with the teachers made it possible to add that although students consider the subject to be important, sometimes they are not aware of the great impact it has on their future, due to lack of interest or their age. However, when students are interested and motivated for new learning, they can understand the importance of these for their training and for their future as conscious and active citizens in society
Description
Keywords
História e Geografia de Portugal 2.º Ciclo do Ensino Básico perspetivas dos alunos formação cívica e académica ensino da História History and Geography of Portugal 2nd Cycle of Basic Education students perspectives civic and academic formation History Teaching