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O trabalho prático em aula e a motivação dos alunos em História
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Este relatório foi elaborado no âmbito da Prática de Ensino Supervisionada (PES) do Mestrado em Ensino de História no 3.º ciclo do Ensino Básico e no Ensino Secundário, que decorreu na Escola Secundária de Santa Maria, em Sintra, no ano letivo 2018/2019. Procurou-se compreender de que forma a introdução de trabalhos práticos em aula poderia fomentar a motivação dos alunos para o estudo da disciplina de História, estimulando a sua participação ativa através da autorregulação do trabalho, bem como através do trabalho cooperativo, num ambiente de sala de aula construtivista. Este estudo foi aplicado a uma turma de 10.º ano, onde se lecionou a disciplina de História da Cultura e das Artes e a outra de 11.º ano, onde foi lecionada a disciplina
de História A. As conclusões a que se chegou refletem a importância das aulas práticas construtivistas, onde o aluno é um agente ativo da construção do seu conhecimento. Com esta metodologia pedagógica os alunos, admitem, na sua maioria, sentir-se mais motivados para o estudo da disciplina, verificando-se também uma enorme evolução dos educandos ao trabalharem de forma cooperativa.
This report was prepared within the Supervised Teaching Practice of the Master Degree in History Education at 3rd grade of Basic Education and Secondary Education that took place at Santa Maria Secondary School in Sintra, at the academic year of 2018/2019 and aims to understand how the introduction of practical works at classes could motivate students to study History discipline, encourage an active participation through self-regulation of study, as well as stimulates cooperative work in an environment of a constructivist classroom. This study was applied in a 10th year grade, where was taught the discipline of Culture and Arts History and in a 11th year grade, where was taught the discipline of History A. The conclusions reflect the importance of the constructivists approach at practical classes, where the student is the active agent of the construction of his own knowledge. With this pedagogical methodology most of students admit that they feel more motivated to study the discipline and is observed a significant evolution of cooperative work across students.
This report was prepared within the Supervised Teaching Practice of the Master Degree in History Education at 3rd grade of Basic Education and Secondary Education that took place at Santa Maria Secondary School in Sintra, at the academic year of 2018/2019 and aims to understand how the introduction of practical works at classes could motivate students to study History discipline, encourage an active participation through self-regulation of study, as well as stimulates cooperative work in an environment of a constructivist classroom. This study was applied in a 10th year grade, where was taught the discipline of Culture and Arts History and in a 11th year grade, where was taught the discipline of History A. The conclusions reflect the importance of the constructivists approach at practical classes, where the student is the active agent of the construction of his own knowledge. With this pedagogical methodology most of students admit that they feel more motivated to study the discipline and is observed a significant evolution of cooperative work across students.
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História Motivação Construtivismo Cooperação Trabalho Prático History Motivation Constructivism Cooperation Practical Work