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A prática da formação cívica numa escola básica : análise e avaliação do processo no 1º ano da sua implementação : um estudo de caso
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Orientador(es)
Resumo(s)
Com esta investigação pretendemos conhecer o modo como a área curricular
não disciplinar designada por Formação Cívica foi implementada no ensino básico,
no primeiro ano da reorganização curricular; procurámos, para isso, conhecer a
acção dos professores através das suas práticas e o pensamento de professores e
alunos através das suas representações.
Esta dissertação é constituída por duas partes: a primeira diz respeito ao
enquadramento legal e teórico e a segunda a um estudo de caso.
No enquadramento legal percorremos os dispositivos legais que servem de
quadro normativo à educação para a cidadania.
No quadro teórico efectuamos uma abordagem conceptual à temática em
estudo, recorrendo a vários autores, numa tentativa de explicitar a sua pertinência e
actualidade nos nossos dias. Reflectimos também sobre as virtualidades de uma
aprendizagem centrada em competências e, consequentemente, sobre o novo papel
a desempenhar pelo professor e pela escola na era da cidadania.
No estudo de caso, seguindo orientações metodológicas da etnografia, apresentamos
e analisamos os dados recolhidos num contexto educativo específico, de
forma a responder às questões por nós formuladas.
Ao gravar dezoito aulas de Formação Cívica (três por professor) pretendemos
analisar e compreender a prática lectiva de seis professores; ao entrevistar conhecer
as representações de professores e alunos; por fim procurámos contrastar a
realidade da sala de aula com as respectivas representações.
Nas conclusões gerais reflectimos sobre o papel a desempenhar pelo professor
e pela escola na operacionalização desta área curricular não disciplinar e
evidenciamos a necessidade de uma formação de professores, condizente com as
dificuldades identificadas no terreno, designadamente, no âmbito da prática lectiva.
Finalmente, com base na nossa análise, explicitamos alguns aspectos a ter em
conta para um melhor entendimento da temática em estudo, e reflectimos também
sobre alguns constrangimentos relativamente a uma efectiva implementação da
Formação Cívica.
Through this research we intend to know the way in which the non-disciplinary curricular area named as Civic Formation was implemented in basic education, in the first year of the curricular reorganization; to achieve this we have tried to understand the action of teachers through their practice and the thought of teachers and pupils through their representations. This dissertation is formed by two parts: the first one concerns the legal and theoretical framing, whereas the second one refers to a case study. In the legal framing, we analyse the legislative devices acting as a normative panel in the education for citizenship. In the theoretical panel, we develop a conceptual approach to the subject of the study, by appealing to some authors, in an attempt to show how important and updated it is nowadays. We also reflect on the potentialities of learning focusing on abilities and, therefore, on the new role the teacher and the school are expected to play in the era of citizenship. In the case study, following methodological orientations from ethnography, we present and analyze the data collected in a specific educational context, so as to answer the questions formulated by us. By recording eighteen lessons of Civic Formation (three for each teacher) we intend to analyze and understand the classroom practice of six teachers; by interviewing we seek to know the representations of teachers and pupils; then we try to compare the reality of the classroom with the respective representations. In the general conclusions we reflect on the role that both the teacher and the school should play in the implementation of this non disciplinary curricular area and stress the need for teachers' formation, according to the difficulties identified in the field, namely, in the classroom practice. Finally, based on our analysis, we show some aspects to bear in mind for a better understanding of the subject on study, and we also meditate on some constraints concerning an effective implementation of Civic Formation,
Through this research we intend to know the way in which the non-disciplinary curricular area named as Civic Formation was implemented in basic education, in the first year of the curricular reorganization; to achieve this we have tried to understand the action of teachers through their practice and the thought of teachers and pupils through their representations. This dissertation is formed by two parts: the first one concerns the legal and theoretical framing, whereas the second one refers to a case study. In the legal framing, we analyse the legislative devices acting as a normative panel in the education for citizenship. In the theoretical panel, we develop a conceptual approach to the subject of the study, by appealing to some authors, in an attempt to show how important and updated it is nowadays. We also reflect on the potentialities of learning focusing on abilities and, therefore, on the new role the teacher and the school are expected to play in the era of citizenship. In the case study, following methodological orientations from ethnography, we present and analyze the data collected in a specific educational context, so as to answer the questions formulated by us. By recording eighteen lessons of Civic Formation (three for each teacher) we intend to analyze and understand the classroom practice of six teachers; by interviewing we seek to know the representations of teachers and pupils; then we try to compare the reality of the classroom with the respective representations. In the general conclusions we reflect on the role that both the teacher and the school should play in the implementation of this non disciplinary curricular area and stress the need for teachers' formation, according to the difficulties identified in the field, namely, in the classroom practice. Finally, based on our analysis, we show some aspects to bear in mind for a better understanding of the subject on study, and we also meditate on some constraints concerning an effective implementation of Civic Formation,
Descrição
Tese de Mestrado em Ciências da Educação (Teoria e Desenvolvimento Curricular) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2003
Palavras-chave
Teses de mestrado - 2003 Reorganização curricular Ensino básico Formação cívica Cidadania - educação