A carregar...
Publicação
Práticas pedagógicas e os desafios da inclusão no ensino da História – um exemplo prático
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.94 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O Relatório de Prática de Ensino Supervisionada que apresentamos reflete o
trabalho desenvolvido constituindo-se como um exemplo prático no ensino da
História incorporando os desafios da inclusão numa perspetiva de garantir
aprendizagens de qualidade para todos os alunos.
Esta proposta didática foi concebida e posta em prática no âmbito da disciplina
de História do 9º ano, na Escola António Augusto Louro, no Seixal. Incidiu sobre os
conteúdos da unidade didática, A Europa e o mundo no limiar do séc. XX. - As
transformações políticas, económicas, sociais e culturais do após guerra.
Durante as aulas lecionadas começámos por abordar as transformações
geopolíticas decorrentes da 1ª Grande Guerra. Enunciámos as principais decisões dos
tratados de paz (com destaque para o Tratado de Versalhes), identificámos as principais
alterações no mapa político europeu do após guerra e referimos os grandes objetivos
da criação da Sociedade das Nações. Abordámos, também, o fim da hegemonia
europeia e o reforço da afirmação dos EUA como principal potência económica
mundial, a caraterização da economia dos anos 20, e outros fatores de tensão
económica na década de 20, nomeadamente a rivalidade entre novos e velhos países
industriais, o pagamento de dívidas e indemnizações de guerra e a adoção de políticas
protecionistas. Caraterizámos a Rússia czarista ao nível político, económico e social
para facilitar a compreensão da Revolução Soviética.
Para conhecerem e compreenderem as transformações socioculturais das
primeiras décadas do séc. XX, destacámos a evolução das artes, indicando alguns dos
principais vultos e obras de referência do modernismo português. Caraterizámos a
sociedade europeia deste período salientando o peso crescente das classes médias e a
melhoria das condições de vida do operariado. Relacionámos os efeitos da guerra com
a alteração de mentalidades e costumes nos “loucos anos 20” e com a emancipação
feminina problematizando-a no quadro dos atuais temas da igualdade de género.
Terminámos a lecionação da unidade com a caraterização da cultura de massas,
associada à melhoria das condições de vida nas décadas de 20 e 30 do séc. XX.
A personalização do ensino é um dos maiores desafios da docência neste
século, no respeito pela individualidade dos alunos, das suas capacidades, apetências
e expetativas.
Focámo-nos no sucesso de todos e cada um dos alunos procurando
proporcionar-lhes aprendizagens significativas, dispensando particular atenção aos
alunos com necessidades educativas específicas, não por imperativo legal, mas por
obrigação moral e autoexigência profissional. A reflexão permanente foi uma
constante para melhorar as práticas e implementar estratégias diversificadas e
pedagogicamente relevantes, com recursos diferenciados, adequadas às caraterísticas
dos alunos da turma e indispensáveis para fortalecer o seu gosto pela História, a sua
autonomia e, por conseguinte, o aumento do seu sucesso educativo.
Aiming at assuring quality learning for all pupils this Monitored Teaching Practice Report reflects the work developed being a practical example in History teaching embodying the challenges of inclusion. This teaching proposal was conceived and put into practice in the 9th Grade History subject at António Augusto Louro School in Seixal focusing on the teaching unit contents “Europe and the World at the turning of the XX century. – After war political, economic, social and cultural transformations.” During classes, we started with the geopolitical transformations caused by WW1 mentioning the Peace Treaties main decisions, particularly the Treaty of Versailles, identified the after war main European political map alterations and referred to the League of Nations great funding aims. Besides this, we also approached the ending of European supremacy and the reinforcement of the United States as the main world economic potency, characterizing the economy and other factors of economic stress of the 1920s, mainly the rivalry among new and old industrial countries, dept payment and war reparations as well as the adoption of protectionist policies. We also characterized Tsarist Russia at a political, economic and social level to facilitate the understanding of the Russian Revolution. In order to know and understand the sociocultural changes of XX century earlier decades, we highlighted the evolution of art stating some of the most famous artists and some Portuguese modernism reference works. Apart from this, we characterized the European society of that time accentuating middle-class growing importance and the working classes lifestyle improvement. We related the effects of war to the change of mentality and habits in the 20s as well as to the women emancipation framing it within the current themes of gender equality closing the teaching of the unit with the characterization of mass culture linked to the lifestyle improvement in the 20s and 30s of the XX century. Teaching customization is one of the biggest teaching challenges of this century, respecting pupils’ individuality, skills, likes and expectations. We focused on the success of each and every pupil trying to give them meaningful learnings, paying special attention to the ones with specific educational needs not because it is a legal imperative, but by moral obligation and professional requirement. Constant reflection was of utmost importance to improve teaching and implement different and pedagogical relevant strategies with differentiated resources suited to the pupils’ features and indispensable to strengthen their interest in History, their autonomy and, therefore, their educational success increase.
Aiming at assuring quality learning for all pupils this Monitored Teaching Practice Report reflects the work developed being a practical example in History teaching embodying the challenges of inclusion. This teaching proposal was conceived and put into practice in the 9th Grade History subject at António Augusto Louro School in Seixal focusing on the teaching unit contents “Europe and the World at the turning of the XX century. – After war political, economic, social and cultural transformations.” During classes, we started with the geopolitical transformations caused by WW1 mentioning the Peace Treaties main decisions, particularly the Treaty of Versailles, identified the after war main European political map alterations and referred to the League of Nations great funding aims. Besides this, we also approached the ending of European supremacy and the reinforcement of the United States as the main world economic potency, characterizing the economy and other factors of economic stress of the 1920s, mainly the rivalry among new and old industrial countries, dept payment and war reparations as well as the adoption of protectionist policies. We also characterized Tsarist Russia at a political, economic and social level to facilitate the understanding of the Russian Revolution. In order to know and understand the sociocultural changes of XX century earlier decades, we highlighted the evolution of art stating some of the most famous artists and some Portuguese modernism reference works. Apart from this, we characterized the European society of that time accentuating middle-class growing importance and the working classes lifestyle improvement. We related the effects of war to the change of mentality and habits in the 20s as well as to the women emancipation framing it within the current themes of gender equality closing the teaching of the unit with the characterization of mass culture linked to the lifestyle improvement in the 20s and 30s of the XX century. Teaching customization is one of the biggest teaching challenges of this century, respecting pupils’ individuality, skills, likes and expectations. We focused on the success of each and every pupil trying to give them meaningful learnings, paying special attention to the ones with specific educational needs not because it is a legal imperative, but by moral obligation and professional requirement. Constant reflection was of utmost importance to improve teaching and implement different and pedagogical relevant strategies with differentiated resources suited to the pupils’ features and indispensable to strengthen their interest in History, their autonomy and, therefore, their educational success increase.
Descrição
Relatórios da Prática de Ensino Supervisionada, Mestrado em Ensino de História no 3º ciclo do Ensino Básico e no Ensino Secundário, Universidade de Lisboa, Instituto de Educação, 2020
Palavras-chave
História - Estudo e ensino Recursos didáticos Inclusão Necessidades educativas Relatórios da prática de ensino supervisionada - 2020