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Trabalho de campo: potencialidades e constrangimentos numa experiência educativa em Geografia Urbana Escolar
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Orientador(es)
Resumo(s)
O trabalho aqui apresentado é fruto de uma experiência educativa, apontada
nos documentos curriculares como estratégia privilegiada do ensino de Geografia, o
Trabalho de Campo (TC). Descreve a mesma fazendo reflexão sobre os
constrangimentos encontrados em todo o processo bem como os benefícios resultantes
da participação ativa dos alunos. Surge no âmbito da prática letiva supervisionada,
inserida na unidade curricular de Iniciação à Prática Profissional III (IPP III) do
Mestrado em Ensino de Geografia (MEG). Tendo por base o bloco temático “Cidades,
principais áreas de fixação humana”, do Programa de Geografia e das Metas
Curriculares da mesma disciplina para o 8º ano de escolaridade, levou-se a cabo esta
experiência educativa, com a turma 8º1 da Escola Secundária Rainha Dona Leonor
(ESRDL).
Partindo de uma abordagem construtivista, ao envolver o aluno no meio que o
rodeia, a disciplina de Geografia rentabiliza o valor didático da observação direta do
território, podendo potenciar a curiosidade na interpretação dos fenómenos
geográficos. Esta temática lecionada, visa ser contributo na compreensão da evolução
e organização do espaço urbano, respeito pelo mesmo e, por conseguinte, para o
exercício de uma cidadania responsável.
Os alunos desenvolveram uma abordagem interpretativa do território local.
Efetuaram recolha de dados, através de inquéritos e levantamento funcional,
organizaram e processaram estatisticamente a informação recolhida, em trabalho
interdisciplinar, analisaram os resultados obtidos, tendo em vista a construção de
soluções para os problemas identificados. Por fim, elaboraram um artigo, seguindo um
guião de trabalho de grupo, para publicação no jornal da escola.
Sendo uma análise, essencialmente, descritiva e qualitativa, os resultados
alcançados sugerem que o trabalho realizado aponta para um incremento do empenho
escolar dos alunos. Constata-se a importância que os alunos atribuíram ao contributo,
tanto para a construção de aprendizagens, como para o seu desenvolvimento integral
enquanto cidadãos.
The work presented here is the result of an educational experience, pointed out in the curricular documents as a privileged strategy of teaching Geography, Fieldwork. It describes the same by reflecting on the constraints encountered throughout the process as well as the benefits resulting from the more active participation of students. It arises within the framework of supervised teaching practice, inserted in the curricular unit of Initiation to Professional Practice III of the Master's Degree in Geography Teaching. Based on the thematic block "Cities, main areas of human settlement", resulting from the Curricular Goals of the discipline of Geography for the 8th year of schooling, this educational experience was carried out, in an urban context, with the class 8º1 of the Secondary School Queen Dona Leonor. Starting from a constructivist approach, by involving the student in the environment that surrounds it, the Geography discipline makes profitable the didactic value of direct observation of the territory, and can enhance curiosity in the interpretation of geographic phenomena. This subject taught aim to be a contribution in understanding the evolution and organization of urban space, respect for it and, therefore, for the exercise of responsible citizenship. The students developed an interpretive approach to the local territory. They performed data collection, through surveys and functional survey. They organized and processed statistically the information collected, in interdisciplinary work. They analyzed the obtained results, orientated to the construction of solutions within the problems identified. Finally, they elaborated an article, following a script of group work, for publication in the newspaper of the school. Being an essentially descriptive and qualitative analysis, the results achieved suggest that the work carried out has resulted in an increase in the students' school commitment, the importance that the students attributed to the contribution, both for the construction of learning and for their development as citizens.
The work presented here is the result of an educational experience, pointed out in the curricular documents as a privileged strategy of teaching Geography, Fieldwork. It describes the same by reflecting on the constraints encountered throughout the process as well as the benefits resulting from the more active participation of students. It arises within the framework of supervised teaching practice, inserted in the curricular unit of Initiation to Professional Practice III of the Master's Degree in Geography Teaching. Based on the thematic block "Cities, main areas of human settlement", resulting from the Curricular Goals of the discipline of Geography for the 8th year of schooling, this educational experience was carried out, in an urban context, with the class 8º1 of the Secondary School Queen Dona Leonor. Starting from a constructivist approach, by involving the student in the environment that surrounds it, the Geography discipline makes profitable the didactic value of direct observation of the territory, and can enhance curiosity in the interpretation of geographic phenomena. This subject taught aim to be a contribution in understanding the evolution and organization of urban space, respect for it and, therefore, for the exercise of responsible citizenship. The students developed an interpretive approach to the local territory. They performed data collection, through surveys and functional survey. They organized and processed statistically the information collected, in interdisciplinary work. They analyzed the obtained results, orientated to the construction of solutions within the problems identified. Finally, they elaborated an article, following a script of group work, for publication in the newspaper of the school. Being an essentially descriptive and qualitative analysis, the results achieved suggest that the work carried out has resulted in an increase in the students' school commitment, the importance that the students attributed to the contribution, both for the construction of learning and for their development as citizens.
Descrição
Palavras-chave
Trabalho de campo Problemas urbanos Levantamento funcional Interdisciplinaridade Construtivismo Competências instrumentais