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Pensar e refletir sobre o que aprendemos – A aula-oficina e o portfólio de aprendizagens no ensino de história
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O presente Relatório de Prática de Ensino Supervisionada desenvolvido no âmbito do Mestrado em Ensino de História no 3º Ciclo do Ensino Básico e Ensino Secundário teve a sua prática letiva concretizada na Escola Secundária de Cacilhas-Tejo, em Almada, com uma turma de 12.º ano do Curso Cientifico e Humanístico de Línguas e Humanidades na disciplina de História A, abordando os conteúdos relativos às unidades didáticas: Portugal, uma sociedade capitalista periférica e As transformações das primeiras décadas do século XX. Estes correspondem às mudanças políticas, sociais e culturais que se verificaram na transição do século XIX para o século XX e que influenciaram as décadas seguintes.
A disciplina de História surge ainda frequentemente associada à memorização e é comumente questionada a sua relevância pelos alunos. Consideramos que as necessidades do mundo atual exigem que a escola e o ensino ultrapassem a simples transmissão de conhecimentos acumulados pelos estudantes, sem as noções de como os aplicarem ou potencializarem, para uma formação integral do individuo procurando fomentar o desenvolvimento de capacidades cognitivas e emocionais que permitam aos jovens conhecer e evoluir com sucesso, garantindo oportunidades de aprendizagem ao longo da vida. Por conseguinte, entendemos como fundamentais o desenvolvimento de metodologias ativas e abordagens avaliativas diversas e alternativas que coloquem o aluno no centro do processo de ensino-aprendizagem.
Assim, o relatório aqui apresentado tem como propósito expor a proposta metodológica da aula-oficina e do portfolio de aprendizagens, com vista a averiguar as suas potencialidades, mas também os desafios que estes colocam a alunos e professores e em que medida contribuem para alcançar os objetivos compreendidos. Para isso seguimos a teoria pedagógica de Jerome Bruner, mas também as considerações da investigação em Educação Histórica, particularmente as contribuições de Isabel Barca.
This Supervised Teaching Practice Report, developed as part of the MA in History Education, was carried out at the Cacilhas-Tejo Secondary School in Almada, with a 12th grade class from the Scientific-Humanistic Languages and Humanities Course in the subject of History A, covering the contents of the teaching units: Portugal, a peripheral capitalist society and The transformations of the first decades of the 20th century. These correspond to the political, social and cultural changes that took place in the transition from the 19th to the 20th century and which would influence the following decades. The subject of History is still often associated with memorization and its relevance is often questioned by students. We believe that the needs of today's world demand that schools and teaching go beyond the simple transmission of knowledge that students have accumulated, without any idea of how to apply or enhance it, towards an integral formation of the individual, seeking to foster the development of cognitive and emotional capacities that allow young people to meet and evolve successfully, guaranteeing opportunities for lifelong learning. We therefore see the development of active methodologies and diverse and alternative assessment approaches that put the student at the center of the teaching-learning process as fundamental. Thus, the purpose of the report presented here is to present the methodological proposal of the workshop-class and the learning portfolio, with a view to ascertaining their potential, but also the challenges they pose for students and teachers and the extent to which they contribute to achieving the objectives set. To do this, we followed Jerome Bruner's pedagogical theory, but also the considerations of research in History Education, particularly the contributions of Isabel Barca.
This Supervised Teaching Practice Report, developed as part of the MA in History Education, was carried out at the Cacilhas-Tejo Secondary School in Almada, with a 12th grade class from the Scientific-Humanistic Languages and Humanities Course in the subject of History A, covering the contents of the teaching units: Portugal, a peripheral capitalist society and The transformations of the first decades of the 20th century. These correspond to the political, social and cultural changes that took place in the transition from the 19th to the 20th century and which would influence the following decades. The subject of History is still often associated with memorization and its relevance is often questioned by students. We believe that the needs of today's world demand that schools and teaching go beyond the simple transmission of knowledge that students have accumulated, without any idea of how to apply or enhance it, towards an integral formation of the individual, seeking to foster the development of cognitive and emotional capacities that allow young people to meet and evolve successfully, guaranteeing opportunities for lifelong learning. We therefore see the development of active methodologies and diverse and alternative assessment approaches that put the student at the center of the teaching-learning process as fundamental. Thus, the purpose of the report presented here is to present the methodological proposal of the workshop-class and the learning portfolio, with a view to ascertaining their potential, but also the challenges they pose for students and teachers and the extent to which they contribute to achieving the objectives set. To do this, we followed Jerome Bruner's pedagogical theory, but also the considerations of research in History Education, particularly the contributions of Isabel Barca.
Descrição
Relatórios da Prática de Ensino Supervisionada, Mestrado em Ensino de História no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Autorregulação Aprendizagens Consciência histórica Portefólios Reflexão Relatórios da prática de ensino supervisionada - 2024