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Os Portefólios digitais e o uso de fontes históricas como instrumento de auto-regulação para os alunos do 3º ciclo do Ensino Básico
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Orientador(es)
Resumo(s)
A ideia da utilização dos portefólios digitais em ligação com a utilização de fontes históricas, como instrumentos de autorregulação, surge da necessidade de se desenvolver uma metodologia pedagógica de ensino e aprendizagem, que contemple as fases mais proeminentes da autorregulação, e dentro destas fases, procurar-se o contributo das diferentes componentes, como a metacognição, o autoconhecimento, a autoavaliação, a automotivação, etc. Proponho-me a criar instrumentos didáticos e científicos para trabalhar com os alunos do 3º Ciclo do Ensino Básico, que promovam a autorregulação das aprendizagens. Desejo desenvolver nos alunos conhecimentos, capacidades e atitudes, destacados no Perfil dos Alunos à Saída da Escolaridade Obrigatória, como por exemplo diferentes literacias, autonomia, motivação, pensamento crítico, ser consciente de si e das aprendizagens efetuadas, aumentar a inclusão social e estar apto às mudanças estruturais no ensino. Pretende-se por isso, colocar um enfoque nas fontes históricas que o professor irá pôr à disposição dos alunos, de modo a que haja uma interligação entre o conhecimento histórico em análise, a componente tecnológica do portefólio digital, a autorregulação, e a avaliação formativa e sumativa dos alunos, que também pode ser feita através deste instrumento digital. A fase da autorreflexão é como tal, vital neste projeto, e na passagem desta metodologia para os alunos, pois, é a partir desta fase da autorregulação, que se irá chegar à avaliação daquilo que os alunos alcançaram, a noção destes desta mesma avaliação, dos conteúdos da História aprendidos e da sua capacidade de autoavaliação. Propõe-se ainda neste método de ensino compreender a consolidação feita pelos alunos nas aprendizagens, com o auxílio dos portefólios digitais, nomeadamente a compreensão/solidificação das aulas teóricas e o reflexo destas nos resultados dos testes de avaliação.
The idea of using digital portfolios in connection with the use of historical sources, as an instrument of self regulation, arises from the need to develop a pedagogical methodology of teaching and learning, which contemplates the most prominent phases of self regulation, and within these phases, seek the contribution of the different components, such as metacognition, self knowledge, self assessment, self motivation, etc I propose to create didactic and scientific instruments to work with the students of the 3rd Cycle of Basic Education, which promote the self regulation of learning. I want to develop in student ’s knowledge, skills and attitudes, highlighted in the Profile of Students Leaving Compulsory Schooling , such as different literacies, autonomy, motivation, critical thinking, being aware of oneself and the learning made, increasing social inclusion and being able to structural changes in teaching. It is intended, therefore, to put a focus on the historica l sources that the teacher will make available to the students, in the sense of having a n interconnection between the historical knowledge under analysis, the technological component of the digital portfolio, the self regulation, and the formative and summ ative evaluation of the students, which can also be done through this digital instrument. The phase of self reflection is as such, vital in this project, and in the passage of this methodology to the students, because it is from this phase of self regulati on, that we will have the evaluation of what the students have achieved, their notion of these same evaluation, the contents of History learned and their capacity for self evaluation. It is also proposed in this teaching method to understand the consolidat ion made by students in learning, with the help of digital portfolios, namely the understanding/solidification of theoretical classes and the reflection of these in the results of the evaluation tests.
The idea of using digital portfolios in connection with the use of historical sources, as an instrument of self regulation, arises from the need to develop a pedagogical methodology of teaching and learning, which contemplates the most prominent phases of self regulation, and within these phases, seek the contribution of the different components, such as metacognition, self knowledge, self assessment, self motivation, etc I propose to create didactic and scientific instruments to work with the students of the 3rd Cycle of Basic Education, which promote the self regulation of learning. I want to develop in student ’s knowledge, skills and attitudes, highlighted in the Profile of Students Leaving Compulsory Schooling , such as different literacies, autonomy, motivation, critical thinking, being aware of oneself and the learning made, increasing social inclusion and being able to structural changes in teaching. It is intended, therefore, to put a focus on the historica l sources that the teacher will make available to the students, in the sense of having a n interconnection between the historical knowledge under analysis, the technological component of the digital portfolio, the self regulation, and the formative and summ ative evaluation of the students, which can also be done through this digital instrument. The phase of self reflection is as such, vital in this project, and in the passage of this methodology to the students, because it is from this phase of self regulati on, that we will have the evaluation of what the students have achieved, their notion of these same evaluation, the contents of History learned and their capacity for self evaluation. It is also proposed in this teaching method to understand the consolidat ion made by students in learning, with the help of digital portfolios, namely the understanding/solidification of theoretical classes and the reflection of these in the results of the evaluation tests.
Descrição
Palavras-chave
Portefólios digitais Autorregulação Fontes históricas Avaliação Autoavaliação Motivação Digital portfolios Self regulation Historical sources Evaluation Self assessment Motivation Counter visits to the portfolio/websites Ipad