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A importância da visita de estudo no ensino e aprendizagem de História : um exemplo prático
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Este Relatório, de Prática de Ensino Supervisionada, apresenta um exemplo
prático sobre a importância da visita de estudo no ensino e aprendizagem de História.
Para isso procedemos a uma sumaria exposição sobre as potencialidades didáticas deste
tipo de atividade, não esquecendo dois dos seus níveis fundamentais, o legal e o
planeamento cuidado, nas suas diversas fases. Apesar disso o foco fundamental deste
relatório, é a vertente prática, em que efetivamos a concretização do tema e tivemos
oportunidade de recolher e analisar os resultados decorrentes do mesmo. O carácter
excecional dos tempos que vivemos, forçou-nos a ter de reinventar os moldes de
realização de uma VE, aspeto, que se à priori pode parecer fator de empobrecimento da
atividade, se revelou um recurso muito desafiante e facilitador de muitos dos entraves que
por vezes se colocam à sua concretização. A visita que seria presencial, com o tema “A
Conquista de Lisboa”, acabou por se transformar numa, não menos interessante, visita
virtual, para a qual foram produzidos uma série de instrumentos, que o leitor terá
oportunidade de ler e analisar mais à frente.
No que se refere à prática letiva no 10º ano de escolaridade, abordamos o módulo
2 do programa de História A: “O Modelo Romano”; módulos 2.1 “Roma a cidade
ordenadora de um império urbano” e 2.2 “A afirmação imperial de uma cultura urbana
pragmática”. Neste seguimento o relatório referirá, não só, a descrição das aulas
lecionadas, mas também a didática e teorias pedagógicas que utilizamos.
Regressando ao tema principal do nosso relatório, referir, que apesar de termos
lecionado conteúdos programáticos completamente distintos dos que serviram como mote
para a VE e a pesar de termos planeado e preparado uma VE que se enquadrava no
lecionado, que não aconteceu e o leitor poderá ver, à frente, porquê, tivemos de readaptar
os seus conteúdos e feitura ao momento em que a mesma decorreu. O mais importante,
na nossa ótica, a ser retido são as potencialidades didáticas da sua realização e para isso,
na medida do que o reduzido espaço nos permite, tentaremos deixar o nosso contributo.
The current Report on Supervised Teaching Practice (Relatório de Prática Letiva Supervisionada) presents a practical example about the importance of field trips in History’s teaching and learning. For that we proceed to give a brief explanation on the didactic potentialities about this type of activity, though not forgetting two of its fundamental levels, the legal one and the careful planning, in its various phases. Despite that the focus of this report is the practical component, in which we effectively put the theme into practice and had the chance to collect and analyze the resulting data. These times of exception that we are living in right now forced us to have to reinvent how a field trip is organized, something that in a first glance might seem a factor of impoverishment of the activity, but in the end revealed itself as a challenging resource, yet allowing to overcome much of the typical obstacles that pose a barrier to its concretization. The field trip, that would be presential and focus on the “Conquest of Lisbon” (“A Conquista de Lisboa”), ended up becoming in a, but not less interesting, virtual field trip, for which a series of instruments were produced, that the reader will have the opportunity to read and analyze further ahead. Concerning the teaching practice in the 10th grade, we approached the Module 2 of the History’s (História A) subject program: “The Roman Model” (“O Modelo Romano”); modules 2.1 “Rome the organizer city of an urban empire” (“Roma a cidade ordenadora de um império urbano”) and 2.2 “The imperial affirmation of an urban pragmatical culture” (“A afirmação imperial de uma cultura urbana pragmática”). Following this, this report will account not only the description of the taught classes, but also the didactics and pedagogical theories used. Returning to the main topic of this report, it is important to state that, even though we taught programmatical contents completely distinct compared to the ones that would serve as the motto for the field trip, and having planned and prepared one that fitted those contents but that ended up not happening for reasons stated ahead in this report, we had to readapt its contents and structure in the moment that it took place. The most important thing, in our point of view, to be withheld, are the didactic potentialities of its execution, and for that, in the reduced space that we have available, try to leave our contribution.
The current Report on Supervised Teaching Practice (Relatório de Prática Letiva Supervisionada) presents a practical example about the importance of field trips in History’s teaching and learning. For that we proceed to give a brief explanation on the didactic potentialities about this type of activity, though not forgetting two of its fundamental levels, the legal one and the careful planning, in its various phases. Despite that the focus of this report is the practical component, in which we effectively put the theme into practice and had the chance to collect and analyze the resulting data. These times of exception that we are living in right now forced us to have to reinvent how a field trip is organized, something that in a first glance might seem a factor of impoverishment of the activity, but in the end revealed itself as a challenging resource, yet allowing to overcome much of the typical obstacles that pose a barrier to its concretization. The field trip, that would be presential and focus on the “Conquest of Lisbon” (“A Conquista de Lisboa”), ended up becoming in a, but not less interesting, virtual field trip, for which a series of instruments were produced, that the reader will have the opportunity to read and analyze further ahead. Concerning the teaching practice in the 10th grade, we approached the Module 2 of the History’s (História A) subject program: “The Roman Model” (“O Modelo Romano”); modules 2.1 “Rome the organizer city of an urban empire” (“Roma a cidade ordenadora de um império urbano”) and 2.2 “The imperial affirmation of an urban pragmatical culture” (“A afirmação imperial de uma cultura urbana pragmática”). Following this, this report will account not only the description of the taught classes, but also the didactics and pedagogical theories used. Returning to the main topic of this report, it is important to state that, even though we taught programmatical contents completely distinct compared to the ones that would serve as the motto for the field trip, and having planned and prepared one that fitted those contents but that ended up not happening for reasons stated ahead in this report, we had to readapt its contents and structure in the moment that it took place. The most important thing, in our point of view, to be withheld, are the didactic potentialities of its execution, and for that, in the reduced space that we have available, try to leave our contribution.
Descrição
Relatório 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
Visitas de estudo História - Estudo e ensino Aprendizagem Relatórios da prática de ensino supervisionada - 2020