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A aprendizagem baseada em problemas para um conhecimento geográfico consolidado
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Em 1998 foi inaugurada uma ponte sobre o rio Choluteca nas Honduras, dado o elevado número de passagem de furacões a ponte foi projetada e construída por uma empresa Japonesa de reconhecida experiência na construção de infraestruturas resistentes a fenómenos perigosos. Nesse mesmo ano o furacão Mitch, de nível 5, atingiu Choluteca, provocando uma alteração permanente no percurso do rio, deixando de passar por baixo da ponte, tendo consequentemente a ponte perdido a sua utilidade, quer pela alteração do percurso do rio, quer pelo facto das rodovias de acesso a essa ponte terem sido completamente destruídas. Só em 2003 é que voltou a ser utilizada, implicando a construção de novas rodovias e um aumento da sua extensão. Por analogia ao acontecimento nas Honduras, o ensino deverá promover a aquisição de conhecimentos conceptuais sólidos, e ao mesmo tempo o desenvolvimento de capacidades que permitam um elevado nível de flexibilidade, de adaptação à volatilidade das sociedades atuais. Um ensino rígido poderá correr um sério risco de rápida obsolescência. Neste relatório de estágio pretende-se inferir as potencialidades das Aprendizagens por Resolução de Problemas (ABP), e como estas poderão contribuir para o desenvolvimento de um saber geográfico consolidado conceptualmente e ao mesmo tempo flexível, que favoreça o desenvolvimento de capacidades transversais como a responsabilidade, a autonomia, a inovação, a criatividade, a adaptabilidade, o espirito crítico e a solidariedade. Este relatório de estágio refere-se àPrática de Ensino Supervisionado (PES)realizada no ano letivo 2018/19, no Agrupamento de Escolas de Alvide (AEA), sobre a supervisão do Professor Doutor Miguel Inês Soares e do orientador pedagógico Professor Doutor Fernando Alexandre. A PES decorreu numa turma de Geografia C do 12º ano de escolaridade e numa turma de Cidadania e Mundo Atual (CMA) do Curso de Educação e Formação de jovens. As dinâmicas de aula tiveram como referência pedagógica a Aprendizagem Baseada em Problemas (ABP), de modo a avaliar se este modelo promove maior motivação e a aquisição de um saber Geográfico poderoso. No caso da turma do 12º ano, o processo de ensino e aprendizagem centrou-se no desenvolvimento de um projeto para o “Nós Propomos”, tendo sido o projeto o vencedor desse ano. Na turma de CMA, para aplicação da ABP, recorreu-se à temática do consumidor informado, procurando motivar nestes alunos, não só para o consumo consciente, mas ao mesmo tempo parao desenvolvimento de competências relacionadas com a cidadania e sustentabilidade.
In 1998 a new bridge over the Choluteca river, in Honduras, was inaugurated. Because of the high number of hurricanes passing by that place the bridge was designed and built by a Japanese company with recognised experience in building infrastructures resistant to dangerous phenomena. In that very same year hurricane Mitch, level 5, hit Choluteca, causing a permanent change on the river’s path, which led the river not to flow under the bridge, which lost its usefulness, due to the river’s change and also because the roads that accessed the bridge were completely destroyed. It was only in 2003 that the bridge started to be used again, which involved the construction of new roads and an increase of the bridge’s length. By analogy with what happened in Honduras, education should promote the acquisition of solid conceptual knowledge and at the same time develop skills which will allow a high level of flexibility and adaptation to the volatility of modern society. A strict education faces the risk of rapidly becoming obsolete. This probationary report tries to infer the potential in ProblemBased Learning (PBL) and how this type of learning may contribute to the development of a conceptual consolidated geographical knowledge which may be flexible at the same time and benefits the development of transversal skills, such as responsibility, autonomy, innovation, creativity, adaptability, critical thinking andsolidarity. This probationary report refers to the Supervised Teaching Practice which took place in the 2018/19 school year, in the Alvide School, under the supervision of the PHD professor Miguel Inés Soares and pedagogical coordinator PHD professor Fernando Alexandre. The Supervised Teaching Practice was conducted in the 12th grade Geography C and in a Citizenship and Modern World class in the Education of the training course for youngsters. The Dynamics used during the lessons were pedagogically based on the potential in learning by solving problems to assess if this pedagogical model promotes a higher motivation in pupils and the acquisition of a more powerful geographical knowledge. In what concerns to the 12th grade class, the teaching and learning process focussed in developing a project for the “Nós Propomos”, which was the winning project that year. In the Citizenship and Modern World class, the PBL was applied using the informed consumer topic, trying to motivate those pupils towards a conscientious consumption while developing skills related to citizenship and sustainability.
In 1998 a new bridge over the Choluteca river, in Honduras, was inaugurated. Because of the high number of hurricanes passing by that place the bridge was designed and built by a Japanese company with recognised experience in building infrastructures resistant to dangerous phenomena. In that very same year hurricane Mitch, level 5, hit Choluteca, causing a permanent change on the river’s path, which led the river not to flow under the bridge, which lost its usefulness, due to the river’s change and also because the roads that accessed the bridge were completely destroyed. It was only in 2003 that the bridge started to be used again, which involved the construction of new roads and an increase of the bridge’s length. By analogy with what happened in Honduras, education should promote the acquisition of solid conceptual knowledge and at the same time develop skills which will allow a high level of flexibility and adaptation to the volatility of modern society. A strict education faces the risk of rapidly becoming obsolete. This probationary report tries to infer the potential in ProblemBased Learning (PBL) and how this type of learning may contribute to the development of a conceptual consolidated geographical knowledge which may be flexible at the same time and benefits the development of transversal skills, such as responsibility, autonomy, innovation, creativity, adaptability, critical thinking andsolidarity. This probationary report refers to the Supervised Teaching Practice which took place in the 2018/19 school year, in the Alvide School, under the supervision of the PHD professor Miguel Inés Soares and pedagogical coordinator PHD professor Fernando Alexandre. The Supervised Teaching Practice was conducted in the 12th grade Geography C and in a Citizenship and Modern World class in the Education of the training course for youngsters. The Dynamics used during the lessons were pedagogically based on the potential in learning by solving problems to assess if this pedagogical model promotes a higher motivation in pupils and the acquisition of a more powerful geographical knowledge. In what concerns to the 12th grade class, the teaching and learning process focussed in developing a project for the “Nós Propomos”, which was the winning project that year. In the Citizenship and Modern World class, the PBL was applied using the informed consumer topic, trying to motivate those pupils towards a conscientious consumption while developing skills related to citizenship and sustainability.
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Palavras-chave
Ensino de Geografia Aprendizagem Aprendizagem Baseada em Problemas Desenvolvimento de competências Aprendizagem Construtiva Aprendizagem Significativas Problem Based Learning Constructive Learning Significant Learning Skills Development Teaching of Geography