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Os Sistemas de Informação Geográfica como meio de produção de conteúdos no ensino da Geografia
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O presente relatório de Prática de Ensino Supervisionada (PES), contém as aulas observadas e lecionadas no âmbito do mestrado em Ensino de Geografia no 3.º ciclo do Ensino Básico e no Ensino Secundário. A metodologia aplicada foca-se na utilização dos Sistemas de Informação Geográfica (SIG) para a produção de mapas, e na sua exploração em sala de aula, bem como o seu contributo para a melhoria da aprendizagem dos alunos. A prática letiva decorreu na Escola Secundária Rafael Bordalo Pinheiro (ESRBP), na cidade de Caldas da Rainha, em duas turmas: uma do ensino básico (8.º ano) e outra do ensino secundário (11.º ano). A metodologia foi aplicada e trabalhada nesta última, aquando da exploração da temática da rede de transportes.
Durante a prática letiva, procurou-se criar um elo entre a tecnologia e a educação, tendo por objetivo melhorar a aprendizagem dos alunos. Neste contexto, os SIG e a Cartografia Digital (CD) foram as ferramentas escolhidas para promover o desenvolvimento das aprendizagens e competências geográficas, indo ao encontro do cumprimento das Aprendizagens Essenciais (AE) e das competências do Perfil do Aluno à Saída da Escolaridade Obrigatória (PASEO). Para responder às questões de partida e atingir os objetivos da metodologia, este relatório apresenta uma análise crítica dessas experiências, expondo as principais vantagens e desvantagens da utilização da mesma, deixando observações que poderão servir de base para futuros projetos deste âmbito.
The present Supervised Learning Practice report contains the classes observed and taught within the scope of the master’s degree in Geography Teaching on 3rd Cycle Middle and High School grades. The applied methodology focuses on the use of Geographic Information Systems (GIS) to produce maps and their exploration in the classroom, as well as their contribution to improving student learning. The teaching practice took place at Escola Secundária Rafael Bordalo Pinheiro (ESRBP), in the city of Caldas da Rainha, and focused on two classes: one in basic education (8th grade) and the other in high school education (11th grade). The teaching practice methodology was applied when teaching the 11th grade class, using the transport network module that was taught. During the teaching practice, we sought to create a bridge between technology and education with the improvement of student learning as the main goal. In this context, GIS and Digital Cartography were the chosen tools to promote the development of geographic learning and skills, following the Essential Learning guidelines and the competencies of the Student Profile on Leaving Mandatory School. To answer the defined key questions and achieve the objectives of the methodology, this report presents a critical analysis of these experiences, highlighting the main advantages and purposes of using them and pointing out observations that could serve as a basis for future projects in this field.
The present Supervised Learning Practice report contains the classes observed and taught within the scope of the master’s degree in Geography Teaching on 3rd Cycle Middle and High School grades. The applied methodology focuses on the use of Geographic Information Systems (GIS) to produce maps and their exploration in the classroom, as well as their contribution to improving student learning. The teaching practice took place at Escola Secundária Rafael Bordalo Pinheiro (ESRBP), in the city of Caldas da Rainha, and focused on two classes: one in basic education (8th grade) and the other in high school education (11th grade). The teaching practice methodology was applied when teaching the 11th grade class, using the transport network module that was taught. During the teaching practice, we sought to create a bridge between technology and education with the improvement of student learning as the main goal. In this context, GIS and Digital Cartography were the chosen tools to promote the development of geographic learning and skills, following the Essential Learning guidelines and the competencies of the Student Profile on Leaving Mandatory School. To answer the defined key questions and achieve the objectives of the methodology, this report presents a critical analysis of these experiences, highlighting the main advantages and purposes of using them and pointing out observations that could serve as a basis for future projects in this field.
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Sistemas de Informação Geográfica Mapas Rede de transportes Geografia Geographic Information Systems Maps Transport network Geography