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Metodologia de trabalho por projeto e desenvolvimento da narrativa histórica. Um estudo com alunos/as do 6.º ano de escolaridade.
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O presente relatório resulta de um projeto de investigação-ação realizado durante o estágio curricular, no ano letivo de 2024/2025, no âmbito da disciplina de História e Geografia de Portugal, com uma turma de 6.º ano do 2.º Ciclo do Ensino Básico.
O estudo centrou-se na construção de narrativas históricas a partir da metodologia de trabalho por projeto, aplicada aos conteúdos relativos à segunda metade do século XIX e Portugal no século XX. Procurou-se compreender de que forma esta abordagem pedagógica contribui para a construção de narrativas históricas, analisando a mobilização de conhecimentos históricos, a evolução das competências narrativas e também o desenvolvimento da consciência histórica dos alunos.
Metodologicamente, recorreu-se às técnicas de observação e ao inquérito por questionário, sendo os dados tratados através de análise de conteúdo, com base na tipologia de narrativas históricas de Rüsen (2011): tradicional, exemplar, crítica e genética.
Observou-se que esta metodologia contribuiu para o desenvolvimento das competências narrativas e históricas dos alunos. De forma geral, verificou-se uma evolução significativa na forma como organizam e interpretam os acontecimentos históricos, evidenciando maior capacidade de compreensão temporal e de atribuição de sentido ao passado. Constatou-se, assim, que o trabalho por projeto favorece o desenvolvimento da consciência histórica e promove aprendizagens mais ativas e significativas.
The present report results from an action-research project carried out during the curricular internship, in the 2024/2025 school year, within the subject of History and Geography of Portugal, with a 6th-grade class of the 2nd Cycle of Basic Education. The study focused on the construction of historical narratives based on the project-based learning methodology, applied to content related to the second half of the 19th century and Portugal in the 20th century. The aim was to understand how this pedagogical approach contributes to the construction of historical narratives, by analysing the mobilisation of historical knowledge, the development of narrative skills, and the growth of students’ historical consciousness. Methodologically, observation techniques and questionnaire surveys were used, and the data were processed through content analysis, based on Rüsen’s (2011) typology of historical narratives: traditional, exemplary, critical, and genetic. It was observed that this methodology contributed to the development of students’ narrative and historical skills. Overall, there was significant progress in the way they organise and interpret historical events, showing greater capacity for temporal understanding and for attributing meaning to the past. Thus, it was found that project-based learning fosters the development of historical consciousness and promotes more active and meaningful learning.
The present report results from an action-research project carried out during the curricular internship, in the 2024/2025 school year, within the subject of History and Geography of Portugal, with a 6th-grade class of the 2nd Cycle of Basic Education. The study focused on the construction of historical narratives based on the project-based learning methodology, applied to content related to the second half of the 19th century and Portugal in the 20th century. The aim was to understand how this pedagogical approach contributes to the construction of historical narratives, by analysing the mobilisation of historical knowledge, the development of narrative skills, and the growth of students’ historical consciousness. Methodologically, observation techniques and questionnaire surveys were used, and the data were processed through content analysis, based on Rüsen’s (2011) typology of historical narratives: traditional, exemplary, critical, and genetic. It was observed that this methodology contributed to the development of students’ narrative and historical skills. Overall, there was significant progress in the way they organise and interpret historical events, showing greater capacity for temporal understanding and for attributing meaning to the past. Thus, it was found that project-based learning fosters the development of historical consciousness and promotes more active and meaningful learning.
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Narrativa Histórica Consciência Histórica Metodologia de Trabalho por Projeto 2.º Ciclo do Ensino Básico Historical Narrative Historical Consciousness Project-Based Learning Methodology 2nd Cycle of Basic Education