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A relação entre a escola e o museu no âmbito da disciplina de História
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A educação para o século XXI pressupõe o desenvolvimento de competências entre os alunos das escolas. Nesse sentido importa diversificar metodologias no ensino e na forma como se trabalham os diversos conteúdos programáticos das várias áreas científicas. O ensino da História não é excepção e o professor deve procurar novas formas de promover a construção do conhecimento e a edificação de um mundo melhor.
Efectivamente, a relação entre a escola e o museu pode ser um meio de abordar com os alunos os assuntos relativos à disciplina de História. Desse modo, toma-se como ponto de partida nesta relação a escola, que se afirma como comunidade escolar em que diversos são os intervenientes que integram o processo de ensino aprendizagem. O segundo elemento desta relação é o museu, que se afirma como espaço de preservação e divulgação do património cultural, conferindo aos seus objectos um contacto único como testemunho e fonte histórica daqueles que visitam esta instituição. O espaço museológico, quer físico, quer virtual, dispõe de um serviço educativo que permite o contacto com a comunidade escolar. Porém, refira-se que deve haver um trabalho de parceria entre os professores e os técnicos dos serviços educativos.
O presente Relatório da Prática de Ensino Supervisionada pretende clarificar as relações entre a escola e o museu e reflectir acerca das suas limitações e oportunidades no ensino, sobretudo na disciplina de História. Este projecto foi desenvolvido durante o ano lectivo de 2017/2018 com uma turma do 3º Ciclo do Ensino Básico e outra do Ensino Secundário, na Escola Básica e Secundário da Cidadela, em Cascais.
Este trabalho começa com uma introdução e justificação da escolha do presente tema, para além de apresentar a metodologia e os objectivos propostos. Depois o desenvolvimento do Relatório encontra-se dividido em duas partes. A primeira refere-se a uma breve análise do estado da questão. São ainda definidos e caracterizados a escola e o museu. Segue-se, posteriormente, um texto sobre a relação entre a escola e o museu. Numa segunda parte do Relatório são caracterizadas algumas actividades desenvolvidas com os alunos em Cascais. Por fim, são apresentadas várias considerações resultantes do trabalho desenvolvido sobre a relação entre a escola e o museu.
The education for the 21st century presumes the development of some competences for the school students. In that context, it is important to use different ways to teach and to work the several domains of the various scientific disciplines. The teaching of History it is not an exception and the teacher must find new ways to construct knowledge and to build a better world. Indeed, the relationship between the school and the museum can be a way to work the historical knowledge with the students. That way the school affirms itself as the beginning of the relationship, being a community where many people and institutions take part in the students learning process. The second member of this process is the museum, which is a place of preservation and communication of the cultural heritage, giving objects a unique contact as a testimony and historical document for those who visit the institution. The museum physical or virtual place as an educational service that contacts schools. For a better relationship between the school and the museum, teachers and museum staff should work as partners in the educational process. This Report of the Supervised Educational Practice pretends to clarify, by one hand, the connections between the school and the museum and, by other, to think about its limits and opportunities in the teaching process, especially in the subject of History. This project, during the school year of 2017/2018. was worked with two different classes in the Escola Básica e Secundária da Cidadela, in Cascais. This work begins with an introduction e justification of the choice of the theme of this project. It also contains the methods and purposes adopted for this Report. The main development is divided into two parts. The first part refers to the state of work about the relationship between the school and the museum. These places are also defined and explained and it is studied how they can work together in the learning process. In the second part of the Report are presented some of the activities worked with the students between the school year. In the end, some reflections are made about the project developed in the Supervised Educational Practice in History.
The education for the 21st century presumes the development of some competences for the school students. In that context, it is important to use different ways to teach and to work the several domains of the various scientific disciplines. The teaching of History it is not an exception and the teacher must find new ways to construct knowledge and to build a better world. Indeed, the relationship between the school and the museum can be a way to work the historical knowledge with the students. That way the school affirms itself as the beginning of the relationship, being a community where many people and institutions take part in the students learning process. The second member of this process is the museum, which is a place of preservation and communication of the cultural heritage, giving objects a unique contact as a testimony and historical document for those who visit the institution. The museum physical or virtual place as an educational service that contacts schools. For a better relationship between the school and the museum, teachers and museum staff should work as partners in the educational process. This Report of the Supervised Educational Practice pretends to clarify, by one hand, the connections between the school and the museum and, by other, to think about its limits and opportunities in the teaching process, especially in the subject of History. This project, during the school year of 2017/2018. was worked with two different classes in the Escola Básica e Secundária da Cidadela, in Cascais. This work begins with an introduction e justification of the choice of the theme of this project. It also contains the methods and purposes adopted for this Report. The main development is divided into two parts. The first part refers to the state of work about the relationship between the school and the museum. These places are also defined and explained and it is studied how they can work together in the learning process. In the second part of the Report are presented some of the activities worked with the students between the school year. In the end, some reflections are made about the project developed in the Supervised Educational Practice in History.
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Património Cultural Escola Museu Educação Museu Ensino da História Education School Cultural Heritage, Museum Teaching of History