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Estratégias didáticas para o desenvolvimento das competências argumentativas (Ensino Básico e Secundário)
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Inserido no âmbito da Prática de Ensino Supervisionada, que concretizei no ano letivo de 2016/2017, na Escola Secundária de Palmela, este Relatório centra-se na importância das estratégias didáticas para o desenvolvimento das competências argumentativas dos alunos no ensino básico e secundário.
A necessidade de se definirem caminhos de natureza didática no âmbito do ensino-aprendizagem da argumentação justifica-se pela dificuldade de os discentes produzirem textos argumentativos orais e escritos. Dado que os alunos devem dispor da possibilidade de desenvolverem e articularem as suas competências de argumentação, por estas serem reconhecidamente fundamentais para a sua formação integral e desempenho enquanto indivíduos e cidadãos, a pedagogia implementada centrou-se na descodificação crítica de argumentos constantes em textos literários bem como na produção de enunciados orais e escritos de argumentação. A primeira parte do Relatório apresenta os fundamentos teóricos e metodológicos do tema orientador da Prática de Ensino Supervisionada, a segunda incide sobre esta, explicitando e justificando as atividades aplicadas, os materiais utilizados, bem como a descrição crítica das aulas observadas.
Based on a Monitored Teaching Practice, completed in the school year of 2016/2017 at Escola Secundária de Palmela, this Report underlines the importance of the teaching strategies regarding the development of argumentative skills in elementary and secondary students. The need to define teaching paths regarding the teaching and learning of argumentation is justified by the dificulty experienced by the students to produce verbal and written argumentative pieces. Since students must have the ability to develop and articulate their argumentation skills, since these skills are admittedly fundamental to their complete training and performance as citizens and individuals, the implemented pedagogy was based on the critical decoding of arguments included in literary texts as well as in the production of verbal and written wordings. The first part of the Report states the theoretical and metodological grounds of the guiding topic of the Monitored Teaching Practice; the second part is based on the monitored teaching practice, explaining and justifying the activities that were carried out, the materials used, as well as a critical description of the monitored lessons.
Based on a Monitored Teaching Practice, completed in the school year of 2016/2017 at Escola Secundária de Palmela, this Report underlines the importance of the teaching strategies regarding the development of argumentative skills in elementary and secondary students. The need to define teaching paths regarding the teaching and learning of argumentation is justified by the dificulty experienced by the students to produce verbal and written argumentative pieces. Since students must have the ability to develop and articulate their argumentation skills, since these skills are admittedly fundamental to their complete training and performance as citizens and individuals, the implemented pedagogy was based on the critical decoding of arguments included in literary texts as well as in the production of verbal and written wordings. The first part of the Report states the theoretical and metodological grounds of the guiding topic of the Monitored Teaching Practice; the second part is based on the monitored teaching practice, explaining and justifying the activities that were carried out, the materials used, as well as a critical description of the monitored lessons.
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Argumentação Estratégias didáticas Competências argumentativas Argumentation Teaching strategies Argumentative skills