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Abstract(s)
A problemática da Educação para a Cidadania é cada vez mais debatida, devido às mudanças sociais que ocorrem a um ritmo acelerado. Atualmente, a escola deve assumir novos desafios que se devem refletir nas práticas pedagógicas dos professores. Ao considerar-se a escola como um espaço privilegiado para a formação de cidadãos é necessário que estes reflitam sobre a sua prática pedagógica de forma a promover competências de índole social. Assim, com esta investigação pretendemos dar a conhecer as perspetivas dos professores relativamente à Educação para a Cidadania no 1.º Ciclo do Ensino Básico. O tema da mesma é resultado da reflexão sobre as práticas docentes no que respeita à componente de Educação para a Cidadania no 1.º CEB, durante as observações em contexto de PES1CEB I e II. Em termos empíricos, realizámos uma investigação de caráter descritivo, com recurso ao inquérito por questionário, aplicado a professores a lecionarem em quatro agrupamentos de escolas do concelho de Viseu. Os dados obtidos permitem concluir que os professores incluem a área de Educação para a Cidadania nas suas práticas pedagógicas, sendo feito um trabalho transversal com maior incidência na área de Estudo do Meio, através de determinadas metodologias. As dimensões mais trabalhadas em contexto de sala de aula dizem respeito à educação ambiental/desenvolvimento sustentável e educação para a igualdade de género. Neste âmbito, apesar das dificuldades que os professores reconhecem à abordagem desta área, valorizam a formação contínua como forma de desenvolver competências para colmatar as mesmas.
The theme of Education for Citizenship is increasingly debated due to social changes occurring at an accelerated pace. Currently, the school must assume new challenges that must be reflected in pedagogical practices by teachers. When considering school as a privileged space for the development of citizens, it is necessary that teachers reflect on their pedagogical practice to promote social skills. Thus, with this research we intend to present the perspectives of teachers regarding Education for Citizenship in the 1st Cycle of Basic Education. The subject is the result of the reflection on the teaching practices regarding the component of Education for Citizenship in the 1st CEB, during the observations in the context of PES1CEB I e II. In empirical terms, we carried out a descriptive investigation using a questionnaire survey, applied to teachers in four groups of schools in the municipality of Viseu. The data obtained allow us to conclude that the teachers include the area of Education for Citizenship in their pedagogical practices, being carried out a transversal work with greater incidence in the subject of Environmental Study, through certain methodologies. The most elaborate dimensions in the classroom context relate to environmental education / sustainable development and education for gender equality. In this context, despite the difficulties that teachers recognize in the approach of this area, they value continuous training as a way of developing competences to fill them.
The theme of Education for Citizenship is increasingly debated due to social changes occurring at an accelerated pace. Currently, the school must assume new challenges that must be reflected in pedagogical practices by teachers. When considering school as a privileged space for the development of citizens, it is necessary that teachers reflect on their pedagogical practice to promote social skills. Thus, with this research we intend to present the perspectives of teachers regarding Education for Citizenship in the 1st Cycle of Basic Education. The subject is the result of the reflection on the teaching practices regarding the component of Education for Citizenship in the 1st CEB, during the observations in the context of PES1CEB I e II. In empirical terms, we carried out a descriptive investigation using a questionnaire survey, applied to teachers in four groups of schools in the municipality of Viseu. The data obtained allow us to conclude that the teachers include the area of Education for Citizenship in their pedagogical practices, being carried out a transversal work with greater incidence in the subject of Environmental Study, through certain methodologies. The most elaborate dimensions in the classroom context relate to environmental education / sustainable development and education for gender equality. In this context, despite the difficulties that teachers recognize in the approach of this area, they value continuous training as a way of developing competences to fill them.
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Keywords
Educação para a Cidadania 1.º Ciclo do Ensino Básico Currículo Transversalidade Perspetivas dos professores Education for Citizenship 1st Cycle of Basic Education Curriculum Transversality