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As aprendizagens significativas e o desenvolvimento do pensamento crítico em contexto de sala de aula de Geografia
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O presente relatório é o resultado do trabalho desenvolvido no âmbito da Prática de Ensino Supervisionado, fazendo parte integrante do Mestrado em Ensino de Geografia do 3º ciclo do Ensino Básico e do Ensino Secundário, no período compreendido entre 2019 e 2021. Este documento constitui uma reflexão sobre o percurso pedagógico, da professora estagiária numa escola com Ensino Básico e Secundário, compreendendo numa primeira parte um enquadramento teórico do tema objeto de estudo e os propósitos que levaram a essa escolha. Numa segunda parte, examina-se a sua aplicabilidade em sala de aula e analisa-se a atuação da docente nesse contexto. A temática abordada tem como objetivo refletir sobre a importância da utilização de práticas pedagógicas que promovam aprendizagens significativas e o desenvolvimento do pensamento crítico nos alunos, em contexto de sala de aula. Tal terá em conta os novos desafios com que os jovens se irão deparar, quando terminarem a escolaridade obrigatória, numa sociedade em constante mudança e cada vez mais exigente. O processo de pesquisa norteou-se por uma análise reflexiva de documentação nacional e internacional sobre o tema, bem como na análise de documentos orientadores pedagógicos, da escola e do departamento onde a disciplina de Geografia se insere, que sustentam a minha prática letiva, nomeadamente as planificações de aulas e os critérios de avaliação da disciplina. No epílogo do relatório, encontram-se as considerações finais sobre o resultado desta experiência enquanto professora estagiária, algumas ilações sobre as metodologias e estratégias utilizadas em sala de aula e do seu contributo para, não apenas o meu futuro profissional, mas enquanto exemplo de práticas ativas à disposição dos meus pares.
This report is the result of the work developed during the Supervised Teaching Practice as part of the Master’s of Education in Geography for the 3rd cycle of Primary and High School, which took place between 2019 and 2021. The current document provides a reflection on the learning path of the placement teacher at both a Primary and High School. At a first stage it comprises a theoretical framework of the subject under consideration and the reasons that lead to the choosing of this topic. In a second stage it evaluates its applicability in the classroom and analyses the performance of the teacher. The purpose of this research is to reflect on the importance of resorting pedagogical practices that promote meaningful learning and the development of critical thought in students in a classroom context. This takes into consideration the new challenges that young adults will face when they finish their compulsory education, in a society constantly changing and ever more demanding. The research process was driven by a reflective analysis of national and international documents on the topic. Furthermore, an analysis of learning materials from the school and the department of Geography were included, which supported my teaching practice, namely the planning of classes and the evaluation standards’. In the conclusion of the report, the results of the experience as a placement teacher are explored. Some conclusions on the methodology and strategies used in the classroom are analyzed, as well as their contribution, not only to my professional career, but also as an example of active practices at the disposal of my peers.
This report is the result of the work developed during the Supervised Teaching Practice as part of the Master’s of Education in Geography for the 3rd cycle of Primary and High School, which took place between 2019 and 2021. The current document provides a reflection on the learning path of the placement teacher at both a Primary and High School. At a first stage it comprises a theoretical framework of the subject under consideration and the reasons that lead to the choosing of this topic. In a second stage it evaluates its applicability in the classroom and analyses the performance of the teacher. The purpose of this research is to reflect on the importance of resorting pedagogical practices that promote meaningful learning and the development of critical thought in students in a classroom context. This takes into consideration the new challenges that young adults will face when they finish their compulsory education, in a society constantly changing and ever more demanding. The research process was driven by a reflective analysis of national and international documents on the topic. Furthermore, an analysis of learning materials from the school and the department of Geography were included, which supported my teaching practice, namely the planning of classes and the evaluation standards’. In the conclusion of the report, the results of the experience as a placement teacher are explored. Some conclusions on the methodology and strategies used in the classroom are analyzed, as well as their contribution, not only to my professional career, but also as an example of active practices at the disposal of my peers.
Descrição
Palavras-chave
Ensino de Geografia Pensamento crítico Aprendizagem significativa Processo de ensino e aprendizagem Pensamento crítico Aprendizagens ativas Meaningful Learning Teaching and Learning Process Critical Thought Active Learning