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Educação geográfica e educação inclusiva: práticas de ensino diferenciado no estudo da população no 8º ano
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O presente relatório, elaborado no âmbito do Mestrado em Ensino de Geografia, da
Universidade de Lisboa, apresenta o resultado de uma experiência didática, através da
lecionação dos subdomínios Evolução da População Mundial e Distribuição da População
Mundial.
A experiência teve lugar no Agrupamento de Escolas da Bobadela, na disciplina
denominada Geografia e Cidadania, na turma C do 8.º ano de escolaridade.
A temática da Evolução da População Mundial, nomeadamente a sua evolução e
distribuição, as características e a sua ligação com o território e as causas e consequências
dos problemas de desigual distribuição da população, no espaço geográfico.
A sequência didática lecionada teve em consideração as preferências dos alunos e os
diferentes perfis de aprendizagem, e como tal, foi realizado através da implementação de
estratégias de ensino diferenciadas, de acordo com os documentos legais e diretrizes do
Ministério da Educação, mas tendo como suporte base as orientações inscritas nas Cartas
de Educação. Definiram-se também estratégias diferenciadas de ensino e aprendizagem
para uma educação inclusiva.
A experiência letiva demonstrou a importância de um ensino diferenciado e ajustado
às preferências e perfis de aprendizagem dos alunos, embora as circunstâncias de
lecionação à distância tenham dificultado a relação pedagógica. As principais
dificuldades foram sentidas pelos estudantes com mais dificuldades, uma vez que foi mais
difícil dar resposta no que diz respeito às suas necessidades educativas. Apesar das
dificuldades identificadas na implementação de um ensino baseado em estratégias
diversificadas, estas foram muito relevantes na construção de um processo educativo mais
inclusivo e promotor do sucesso escolar.
This report, prepared within the scope of the Master in Geography Teaching, from the University of Lisbon, presents the result of a didactic experience, through the teaching the subdomains Evolution of World Population and Population Distribution world. The experience took place at the School Grouping of Bobadela, in the called Geography and Citizenship, in class C of the 8th grade. The theme of the Evolution of the World Population, namely its evolution and distribution, the characteristics and its connection with the territory and the causes and consequences of the problems of unequal distribution of the population, in the geographic space. The didactic sequence taught took into account the preferences of the students and the different learning profiles, and as such, it was carried out through the implementation of differentiated teaching strategies, in accordance with the legal documents and guidelines of the Ministry of Education, but with the support of based on the guidelines inscribed in the Letters of Education. Different teaching and learning strategies were also defined for inclusive education. The teaching experience demonstrated the importance of a differentiated teaching adjusted to the preferences and learning profiles of the students, although the circumstances of distance teaching made the pedagogical relationship difficult. The main difficulties were felt by the students with the most difficulties, since it was more difficult to respond to their educational needs. Despite the difficulties identified in the implementation of teaching based on diversified strategies, these were very relevant in the construction of a more inclusive educational process and promoter of school success.
This report, prepared within the scope of the Master in Geography Teaching, from the University of Lisbon, presents the result of a didactic experience, through the teaching the subdomains Evolution of World Population and Population Distribution world. The experience took place at the School Grouping of Bobadela, in the called Geography and Citizenship, in class C of the 8th grade. The theme of the Evolution of the World Population, namely its evolution and distribution, the characteristics and its connection with the territory and the causes and consequences of the problems of unequal distribution of the population, in the geographic space. The didactic sequence taught took into account the preferences of the students and the different learning profiles, and as such, it was carried out through the implementation of differentiated teaching strategies, in accordance with the legal documents and guidelines of the Ministry of Education, but with the support of based on the guidelines inscribed in the Letters of Education. Different teaching and learning strategies were also defined for inclusive education. The teaching experience demonstrated the importance of a differentiated teaching adjusted to the preferences and learning profiles of the students, although the circumstances of distance teaching made the pedagogical relationship difficult. The main difficulties were felt by the students with the most difficulties, since it was more difficult to respond to their educational needs. Despite the difficulties identified in the implementation of teaching based on diversified strategies, these were very relevant in the construction of a more inclusive educational process and promoter of school success.
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Educação Geográfica Educação Inclusiva Ensino Diferenciado Estratégias Diversificadas