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Educação para o risco no 1º Ciclo do Ensino Básico: um projeto de intervenção
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| 4.34 MB | Adobe PDF |
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Abstract(s)
O presente relatório, desenvolvido no âmbito do Mestrado em Educação Pré Escolar e Ensino do 1º Ciclo do Ensino Básico, centra-se na educação para o risco, mais
concretamente em como desenvolver aprendizagens nos alunos do 1º CEB sobre esta
temática de importância crescente no âmbito da educação para a cidadania.
Concretamente tem como objetivos: caracterizar as conceções iniciais dos alunos sobre
situações de risco e conceitos relacionados; enquadrar em documentos internacionais e
nas orientações curriculares a ação da escola no âmbito da educação para o risco;
planear atividades no âmbito deste tema; construir instrumentos de avaliação das
aprendizagens dos alunos tendo em conta os objetivos propostos nas atividades.
Na fundamentação teórica, clarificam-se os conceitos de risco, educação para o
risco e discute-se o papel da escola na criação de uma cultura de segurança. Para a
proposta de uma sequência didática tentou-se compreender qual a melhor maneira de
desenvolver aprendizagens nos alunos, através da consulta de vários documentos
internacionais de referência, que serviram de inspiração para as atividades propostas.
Existem certas premissas para que as atividades contribuam para uma educação para o
risco com sucesso. Essas premissas são: i) devem ser facilitadas por adultos, mas
lideradas pelas crianças; ii) focam-se na componente prática, ao invés da teórica; iii)
envolvem as autoridades de Proteção Civil; iv) envolvem as famílias e a comunidade; v)
resultam na partilha das novas descobertas das crianças com a comunidade.
No que se refere à metodologia de investigação, este estudo está pensado para
ser uma investigação sobre a prática, com recurso a diferentes técnicas de recolha de
dados: o inquérito por questionário, a observação participante e a recolha documental.
A sequência didática construída baseou-se nas cinco premissas anteriormente
referidas. Infelizmente, devido à atual situação pandémica (COVID-19), não foi
possível realizar o estágio que permitiria colocar em prática esta investigação. Por isso,
nas considerações finais, é realizado um balanço acerca das dificuldades expetáveis
durante o desenvolvimento das atividades, bem como as suas potencialidades
The present report, developed in the scope of the Master in Preschool Education and Teaching 1st Cycle of Basic Education, is centered in Risk Education, more specifically in how to develop primary students’ learning about this theme of growing importance within citizenship education. Specifically, it aims to: characterize the initial students’ concepts about risk situations and related concepts; frame, in international documents and in curricular orientations, the school action in the scope of risk education; plan learning activities and create evaluation instruments of students’ learnings, taking into account the proposed objectives in the activities. In the theoretical framework, concepts of risk and risk education are clarified and the school role in creating a safety culture is discussed. For the planned didactic sequence, I tried to understand the best way to develop students’ learnings, trough the consultation of various international documents, that served as an inspiration to the proposed activities. There are certain premises that contribute to successful risk education activities, namely: i) they should be facilitated by adults but led by children; ii) they focus on a practical component, instead of a theoretical one; iii) they involve Civil Protection authorities; iv) They involve family and community; v) They result in sharing the new learnings with the community. Regarding the investigation methodology, this study was thought as an investigation of practice, where the data in the context of study is attained trough different techniques: questionnaire survey, participant observation and document collection of students’ productions. The didactic sequence that was created is based on the referred five premises. Unfortunately, due to the pandemic situation (COVID-19), it was not possible to do the internship that would allow me to put this investigation into practice. That is why in the final considerations, a reflection is made, about the activities’ potential and expected difficulties in the implementation process.
The present report, developed in the scope of the Master in Preschool Education and Teaching 1st Cycle of Basic Education, is centered in Risk Education, more specifically in how to develop primary students’ learning about this theme of growing importance within citizenship education. Specifically, it aims to: characterize the initial students’ concepts about risk situations and related concepts; frame, in international documents and in curricular orientations, the school action in the scope of risk education; plan learning activities and create evaluation instruments of students’ learnings, taking into account the proposed objectives in the activities. In the theoretical framework, concepts of risk and risk education are clarified and the school role in creating a safety culture is discussed. For the planned didactic sequence, I tried to understand the best way to develop students’ learnings, trough the consultation of various international documents, that served as an inspiration to the proposed activities. There are certain premises that contribute to successful risk education activities, namely: i) they should be facilitated by adults but led by children; ii) they focus on a practical component, instead of a theoretical one; iii) they involve Civil Protection authorities; iv) They involve family and community; v) They result in sharing the new learnings with the community. Regarding the investigation methodology, this study was thought as an investigation of practice, where the data in the context of study is attained trough different techniques: questionnaire survey, participant observation and document collection of students’ productions. The didactic sequence that was created is based on the referred five premises. Unfortunately, due to the pandemic situation (COVID-19), it was not possible to do the internship that would allow me to put this investigation into practice. That is why in the final considerations, a reflection is made, about the activities’ potential and expected difficulties in the implementation process.
Description
Keywords
Educação para o risco Cultura de segurança Documentos internacionais 1º ciclo de escolaridade Risk Education Safety Culture International Documents 1st cycle of schooling