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A interdisciplinaridade entre Cidadania e Desenvolvimento e História: um caso de estudo sobre educação ambiental no ensino básico
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O presente relatório foi realizado no âmbito do Mestrado em Ensino de História no 3.º Ciclo do Ensino Básico e no Ensino Secundário. Baseia-se na Prática de Ensino Supervisionada decorrida no ano lectivo de 2021/2022, na Escola Secundária Dom Dinis, em Chelas, Lisboa, e nas aulas leccionadas a duas turmas do 9.º ano de escolaridade. Na formação para professor a reflexão sobre para quê e como se vai ensinar História tem uma importância central. Tal como as leituras sobre o passado, a disciplina de História apresenta-se multifacetada quanto ao seu propósito e aos objectivos possíveis de serem alcançados com o seu ensino, os quais influenciam a escolha dos conteúdos a leccionar. Entre outras estratégias, a disciplina pode orientar o seu ensino para abordar as questões do presente. Através dessa abordagem pode contribuir para que os alunos desenvolvam uma compreensão informada, crítica e mais aprofundada sobre o seu presente, ganhando utilidade na perspectiva dos alunos e da sociedade. Por outro lado, a disciplina pode contribuir para o desenvolvimento de competências de cidadania dos alunos. Ambos os objectivos podem ser alcançados de forma mais eficaz quando a disciplina de História se propõe a trabalhar de forma interdisciplinar, em particular, convergindo tematicamente com a disciplina de Cidadania e Desenvolvimento. No âmbito da educação para a cidadania, a educação ambiental ganha aos nossos dias uma importância acrescida face às consequências das alterações climáticas perante as quais Portugal está particularmente exposto. A disciplina de História pode ter um contributo importante na sensibilização dos alunos perante esse fenómeno ao motivar para a reflexão sobre o desenvolvimento das sociedades humanas na sua relação com os ecossistemas. A prática de ensino adoptada propôs-se contribuir para essa reflexão, apresentando uma proposta pedagógica em que se relacionam os conteúdos de História e de Cidadania e Desenvolvimento, em particular, o surgimento da Sociedade de Consumo no século XX, o seu impacto ambiental, o fenómeno das alterações climáticas e as responsabilidades ambientais dos consumidores no presente. Com esse fim, leccionaram-se os conteúdos de ambas as disciplinas a uma turma, e apenas os conteúdos de Cidadania e Desenvolvimento à outra turma.
Embora não tenha sido possível aferir directamente e de forma conclusiva sobre o impacto das aprendizagens de História, os alunos demonstraram ter desenvolvido a sua consciência histórica sobre o fenómeno das alterações climáticas. Após as aulas leccionadas, observou-se um maior grau de sensibilização dos alunos perante esse fenómeno, ainda que não tenha sido possível obter indicadores objectivos sobre a sua responsabilidade ecológica enquanto consumidores.
The present report was written in the scope of the Master’s Degree in History Teaching in the 3rd Cycle of Basic Education and Secondary Education. It is based on the supervised teaching practise that took place in the 2021/2022 school year, in the Escola Secundária Dom Dinis, in Chelas, Lisbon, and the lessons taught to two classes in the 9th grade. In a teacher’s training, the reflection on how the subject of History will be taught and to what end is of central importance. Just like the literature about the past, the subject of History manifests diversity regarding its purpose and the objectives that can be achieved with its teaching, which influence the contents that will be taught. Among several strategies, the subject can orientate its teaching to address the themes of the present time. In that sense, it can contribute to a comprehension by the students regarding the present that is more informed, critic and profound, and, therefore, gain utility in their viewpoint as well as the society’s. On the other hand, the subject can contribute to developing the student’s citizenship competencies. Both objectives can be achieved more effectively when the subject of History endeavours to work in an interdisciplinary manner, in particular, merging thematically with the discipline of Citizenship and Development (Cidadania e Desenvolvimento). Within the scope of education for citizenship, environmental education gains a higher importance nowadays, owing to the consequences of climate change to which Portugal is particularly exposed. The study of History can have an important contribution to raise the awareness of the students to that phenomenon by evoking their reflection on the development of human societies in relation to the ecosystems. The present work proposes to contribute to that reflection by presenting a pedagogical proposal in which the contents of History and Citizenship and Development are connected, in particular, the emergence of the consumer society in the XX century and its environmental impact, climate change and the consumers’ ecological responsibilities at the present time. To that end, one class was taught content from both History and Citizenship and Development lesson plans, and the other only taught the contents of the latter. Although it was not possible to directly and conclusively assess the impact of History learning, the students demonstrated to have improved their historical consciousness over the climate change phenomenon. After the classes, it was observed that the students exhibited a higher degree of awareness towards that phenomenon, even thought it was not possible to access the development of the students’ ecological responsibility as consumers.
The present report was written in the scope of the Master’s Degree in History Teaching in the 3rd Cycle of Basic Education and Secondary Education. It is based on the supervised teaching practise that took place in the 2021/2022 school year, in the Escola Secundária Dom Dinis, in Chelas, Lisbon, and the lessons taught to two classes in the 9th grade. In a teacher’s training, the reflection on how the subject of History will be taught and to what end is of central importance. Just like the literature about the past, the subject of History manifests diversity regarding its purpose and the objectives that can be achieved with its teaching, which influence the contents that will be taught. Among several strategies, the subject can orientate its teaching to address the themes of the present time. In that sense, it can contribute to a comprehension by the students regarding the present that is more informed, critic and profound, and, therefore, gain utility in their viewpoint as well as the society’s. On the other hand, the subject can contribute to developing the student’s citizenship competencies. Both objectives can be achieved more effectively when the subject of History endeavours to work in an interdisciplinary manner, in particular, merging thematically with the discipline of Citizenship and Development (Cidadania e Desenvolvimento). Within the scope of education for citizenship, environmental education gains a higher importance nowadays, owing to the consequences of climate change to which Portugal is particularly exposed. The study of History can have an important contribution to raise the awareness of the students to that phenomenon by evoking their reflection on the development of human societies in relation to the ecosystems. The present work proposes to contribute to that reflection by presenting a pedagogical proposal in which the contents of History and Citizenship and Development are connected, in particular, the emergence of the consumer society in the XX century and its environmental impact, climate change and the consumers’ ecological responsibilities at the present time. To that end, one class was taught content from both History and Citizenship and Development lesson plans, and the other only taught the contents of the latter. Although it was not possible to directly and conclusively assess the impact of History learning, the students demonstrated to have improved their historical consciousness over the climate change phenomenon. After the classes, it was observed that the students exhibited a higher degree of awareness towards that phenomenon, even thought it was not possible to access the development of the students’ ecological responsibility as consumers.
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História Cidadania e desenvolvimento Interdisciplinaridade Educação para a cidadania Educação ambiental Alterações climáticas History Citizenship and development Interdisciplinarity Citizenship education Environmental education Climate change