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Abstract(s)
O presente relatório foi elaborado no âmbito da Iniciação à Prática Profissional, do Mestrado em
Ensino de Geografia no 3.ºCiclo do Ensino Básico e Secundário, e apresenta os resultados da
prática de ensino supervisionada, que decorreu numa turma do 8.º ano, do Externato
Cooperativo da Benedita.
A prática letiva teve incidência no tema da população e Povoamento e no subtema da
Diversidade cultural. O estudo da Diversidade Cultural teve como documentos orientadores a
Estratégia Nacional de Educação para a Cidadania, sobretudo os temas dos Direitos Humanos
(civis e políticos, económicos, sociais e culturais e de solidariedade), da Igualdade de Género e
da Interculturalidade (diversidade cultural e religiosa), e o Perfil dos alunos à Saída da
Escolaridade Obrigatória.
As estratégias de ensino e aprendizagem foram diversificadas e adaptadas às características da
turma, de forma a estimular o desenvolvimento de competências. Desta forma, foram usadas
estratégias de Aprendizagem Cooperativa, com o objetivo de orientar os alunos para uma
participação ativa na construção do seu conhecimento. Outra estratégia usada foi a
Aprendizagem por Descoberta Guiada, que permitiu envolver os alunos na gestão das suas
próprias aprendizagens. Ao longo da prática letiva foram, também, realizadas atividades
promotoras da integração de alunos estrangeiros na sala de aula. Estas estratégias tiveram o
intuito de fazer chegar os conteúdos do programa de Geografia, à diversidade da sala da aula.
Os resultados da prática evidenciam o potencial da diversidade cultural, em Geografia, na
formação cidadã dos alunos, permitindo o desenvolvimento de competências de natureza
cognitiva, pessoal, social e emocional. Foi importante conhecer o contexto escolar dos alunos de
forma a ultrapassar as dificuldades e despertar neles o interesse sobre a importância da
integração da diferença e do respeito pelos Direitos Humanos.
This report was prepared as part of the Introduction to Professional Practice, of the Master's Degree in Teaching Geography in the 3rd Cycle of Basic and Secondary Education, and presents the results of the supervised teaching practice, which took place in an 8th grade class, at the Externato Cooperativo da Benedita. The teaching practice focused on the theme of population and settlement and the subtheme of cultural diversity. The study of cultural diversity was guided by the National Strategy for Education for Citizenship, especially the themes of Human Rights (civil and political, economic, social and cultural and solidarity), Gender Equality and Interculturality (cultural and religious diversity), and the Profile of Students at the End of Compulsory Education. The teaching and learning strategies were diversified and adapted to the characteristics of the class, in order to stimulate the development of skills. Cooperative Learning strategies were used to guide students towards active participation in the construction of their knowledge. Another strategy used was Guided Discovery Learning, which allowed students to be involved in managing their own learning. Activities to promote the integration of foreign students in the classroom were also carried out throughout the teaching practice. These strategies aimed to bring the contents of the Geography program to the diversity of the classroom. The results of the practice demonstrate the potential of cultural diversity in Geography in the citizenship education of students, enabling the development of cognitive, personal, social and emotional skills. It was important to understand the students' school context in order to overcome difficulties and awaken their interest in the importance of integrating differences and respecting Human Rights.
This report was prepared as part of the Introduction to Professional Practice, of the Master's Degree in Teaching Geography in the 3rd Cycle of Basic and Secondary Education, and presents the results of the supervised teaching practice, which took place in an 8th grade class, at the Externato Cooperativo da Benedita. The teaching practice focused on the theme of population and settlement and the subtheme of cultural diversity. The study of cultural diversity was guided by the National Strategy for Education for Citizenship, especially the themes of Human Rights (civil and political, economic, social and cultural and solidarity), Gender Equality and Interculturality (cultural and religious diversity), and the Profile of Students at the End of Compulsory Education. The teaching and learning strategies were diversified and adapted to the characteristics of the class, in order to stimulate the development of skills. Cooperative Learning strategies were used to guide students towards active participation in the construction of their knowledge. Another strategy used was Guided Discovery Learning, which allowed students to be involved in managing their own learning. Activities to promote the integration of foreign students in the classroom were also carried out throughout the teaching practice. These strategies aimed to bring the contents of the Geography program to the diversity of the classroom. The results of the practice demonstrate the potential of cultural diversity in Geography in the citizenship education of students, enabling the development of cognitive, personal, social and emotional skills. It was important to understand the students' school context in order to overcome difficulties and awaken their interest in the importance of integrating differences and respecting Human Rights.
Description
Keywords
Geografia Diversidade Cultural Multiculturalidade Interculturalidade Cidadania