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O 25 de Abril e a construção da democracia até à atualidade: a metodologia de aprendizagem por descoberta guiada aplicada na disciplina de história e geografia de Portugal do 2.º ciclo do ensino básico
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Este Relatório Final integra a Unidade Curricular de Prática Educativa II, do Mestrado em Ensino no 1º CEB e Português e História e Geografia de Portugal do 2º CEB e foi organizado no âmbito do Estágio integrado na referida Unidade Curricular.
Foi no âmbito do domínio “O 25 de Abril e a construção da Democracia até à atualidade”, numa turma do 6.º ano de escolaridade do 2.º Ciclo do Ensino Básico, que ocorreu a nossa intervenção.
Como questão de partida enunciámos a seguinte: “É possível que as crianças adquiram conhecimentos de uma maneira apelativa através da metodologia Aprendizagem por Descoberta Guiada?”. Por sua vez, foram definidos como objetivos os seguintes: suscitar o gosto pela descoberta; promover aprendizagens significativas; compreender, de uma forma apelativa, acontecimentos relativos ao 25 de Abril de 1974.
Tendo por base a questão de partida e os objetivos referidos, e como orientação a metodologia Aprendizagem por Descoberta Guiada, foram postas em prática algumas atividades preparadas para a turma que acompanhámos ao longo do estágio curricular.
Este documento está dividido em duas partes: a primeira é referente à fundamentação teórica, metodologia e objetivos do estudo, enquanto a segunda detalha a prática de ensino no 2º Ciclo do Ensino Básico, incluindo materiais produzidos e atividades realizadas. Todas as informações apresentadas são baseadas em documentos oficiais, como as Aprendizagens Essenciais (Direção-Geral da Educação, 2018) e o Perfil dos Alunos à Saída da Escolaridade Obrigatória (Direção-Geral da Educação, 2017). Na sua continuidade, aborda o papel essencial do ensino da disciplina de História e Geografia de Portugal no 2.º Ciclo do Ensino Básico para o desenvolvimento educacional e cívico dos alunos, destacando que esta disciplina promove o entendimento do espaço e das ações humanas no passado, incentivando a reflexão sobre questões de identidade, cultura, democracia e direitos humanos. Além disso, ressalta a importância da preservação do património cultural e o desenvolvimento de habilidades de pesquisa e comunicação.
Ao analisar eventos históricos e questões contemporâneas, o ensino da disciplina referida possibilita aos alunos compreenderem melhor o mundo em que vivemos, que está em constante mudança.
This Final Report is part of the Curricular Unit of Educational Practice II, of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education and was organized within the scope of the internship integrated into the aforementioned Curricular Unit. It was within the domain "April 25th and the construction of democracy up to the present day" and in a 6th-grade class, from the 2nd Cycle of Basic Education, that our intervention took place. As a starting point, we formulated the following question: "Is it possible for children to acquire knowledge in an appealing way through the Guided Discovery Learning methodology?" In turn, the following objectives were defined: to stimulate a taste for discovery; to promote meaningful learning; to understand, in an appealing way, events related to April 25th, 1974. Based on the starting question and the aforementioned objectives, and guided by the Guided Discovery Learning methodology, some activities prepared for the class we accompanied during the curricular internship were put into practice. This document is divided into two parts: the first part refers to the theoretical foundation, methodology, and objectives of the study, while the second part details teaching practices in the 2nd Cycle of Basic Education, including produced materials and activities carried out. All information presented is based on official documents, such as the Essential Learning and the Profile of Students Leaving Compulsory Education (Directorate-General for Education, 2017). In its continuity, it addresses the essential role of teaching the discipline of History and Geography of Portugal in the 2nd Cycle of Basic Education for the educational and civic development of students, highlighting that this discipline promotes understanding of space and human actions in the past, encouraging reflection on issues of identity, culture, democracy, and human rights. Furthermore, it emphasizes the importance of preserving cultural heritage and developing research and communication skills. By analyzing historical events and contemporary issues, teaching the aforementioned discipline enables students to better understand the ever-changing world we live in.
This Final Report is part of the Curricular Unit of Educational Practice II, of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education and was organized within the scope of the internship integrated into the aforementioned Curricular Unit. It was within the domain "April 25th and the construction of democracy up to the present day" and in a 6th-grade class, from the 2nd Cycle of Basic Education, that our intervention took place. As a starting point, we formulated the following question: "Is it possible for children to acquire knowledge in an appealing way through the Guided Discovery Learning methodology?" In turn, the following objectives were defined: to stimulate a taste for discovery; to promote meaningful learning; to understand, in an appealing way, events related to April 25th, 1974. Based on the starting question and the aforementioned objectives, and guided by the Guided Discovery Learning methodology, some activities prepared for the class we accompanied during the curricular internship were put into practice. This document is divided into two parts: the first part refers to the theoretical foundation, methodology, and objectives of the study, while the second part details teaching practices in the 2nd Cycle of Basic Education, including produced materials and activities carried out. All information presented is based on official documents, such as the Essential Learning and the Profile of Students Leaving Compulsory Education (Directorate-General for Education, 2017). In its continuity, it addresses the essential role of teaching the discipline of History and Geography of Portugal in the 2nd Cycle of Basic Education for the educational and civic development of students, highlighting that this discipline promotes understanding of space and human actions in the past, encouraging reflection on issues of identity, culture, democracy, and human rights. Furthermore, it emphasizes the importance of preserving cultural heritage and developing research and communication skills. By analyzing historical events and contemporary issues, teaching the aforementioned discipline enables students to better understand the ever-changing world we live in.
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Aprendizagem por Descoberta Guiada Aprendizagens Significativas Autonomia 2.º Ciclo do Ensino Básico Guided Discovery Learning Meaningful Learning Autonomy 2nd Cycle of Basic Education