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A Lenda como recurso didático: uma abordagem interdisciplinar no ensino do português e da história e geografia de Portugal, no 5.º ano de escolaridade
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| 7.82 MB | Adobe PDF |
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Abstract(s)
Neste relatório final pretendo explorar duas abordagens pedagógicas distintas, isto é, o ensino tradicional e a Metodologia de Trabalho de Projeto em contexto interdisciplinar.
O projeto desenvolveu-se com base na urgência de mudança na educação do século XXI, no sentido de capacitar os alunos para a mobilização de conhecimentos em vários âmbitos, relacionando as suas vivências com os conhecimentos adquiridos em sala de aula.
A intervenção pedagógica ocorreu em duas turmas distintas e com recurso a abordagens pedagógicas igualmente distintas. Na primeira abordagem, as lendas foram utilizadas como recurso didático para sistematizar conhecimentos históricos, promovendo o interesse pela leitura e facilitando a aquisição transversal de conteúdos históricos. Na segunda abordagem, adotou-se a Metodologia de Trabalho de Projeto, que coloca o aluno no centro do processo de aprendizagem, promovendo um papel ativo na construção do conhecimento, com ênfase na autonomia e na integração interdisciplinar
In this final report, I aim to explore two distinct pedagogical approaches: traditional teaching and the Project-Based Learning Methodology in an interdisciplinary context. The project was developed based on the urgent need for change in 21st-century education, focusing on equipping students to mobilize knowledge across various domains by connecting their experiences with the knowledge acquired in the classroom. The pedagogical intervention took place in two distinct groups, employing equally distinct approaches. In the first approach, legends were used as an educational resource to systematize historical knowledge, fostering an interest in reading and facilitating the transversal acquisition of historical content. In the second approach, the Project-Based Learning Methodology was adopted, placing students at the center of the learning process and encouraging active participation in knowledge construction, with an emphasis on autonomy and interdisciplinary integration
In this final report, I aim to explore two distinct pedagogical approaches: traditional teaching and the Project-Based Learning Methodology in an interdisciplinary context. The project was developed based on the urgent need for change in 21st-century education, focusing on equipping students to mobilize knowledge across various domains by connecting their experiences with the knowledge acquired in the classroom. The pedagogical intervention took place in two distinct groups, employing equally distinct approaches. In the first approach, legends were used as an educational resource to systematize historical knowledge, fostering an interest in reading and facilitating the transversal acquisition of historical content. In the second approach, the Project-Based Learning Methodology was adopted, placing students at the center of the learning process and encouraging active participation in knowledge construction, with an emphasis on autonomy and interdisciplinary integration
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Keywords
Interdisciplinaridade lendas Português História e Geografia de Portugal 2.º Ciclo Metodologia de Trabalho de Projeto Interdisciplinarity legends Portuguese History and Geography of Portugal 2nd Cycle Project Work Methodology