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Metodologias no ensino da história – Contributos da aprendizagem cooperativa no ensino básico
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O tema do presente relatório segue o trabalho realizado no âmbito da prática letiva supervisionada, na Escola Secundária de Pinhal Novo, a uma turma do 8º ano da escola supramencionada. As aulas enquadraram-se nos subdomínios “O Renascimento e a Reforma” e “O Antigo Regime no século XVIII”, apesar de pertencerem a blocos didáticos distintos. A necessidade de lecionar conteúdos compreendidos em domínios diferentes foi determinada por fatores relativos ao tempo e à mancha horária da turma. Ensinar História é um processo complexo que não remete apenas para a exposição de conteúdos. A transmissão de valores fundamentais e o objetivo de formar cidadãos conscientes levam o professor a delinear estratégias, como escolher metodologias adequadas aos estudantes, de modo a motivá-los no seu processo de aprendizagem. Neste sentido, a metodologia cooperativa surgiu como necessidade de transformar as práticas pedagógicas tradicionais em sala de aula. Por isso, tem como base o trabalho em grupo, sendo o seu principal objetivo desenvolver competências sociais nos alunos, uma vez que este método proporciona cenários de partilha e interajuda. O trabalho que decidimos desenvolver está relacionado com esta metodologia, tendo este sido objeto de estudo ao longo de todo o nosso percurso de formação. A Escola Secundária de Pinhal Novo adotou o Projeto Coopera no ano letivo 2022/2023, tendo a aprendizagem cooperativa feito parte do modelo de aulas que assistimos e lecionámos, ao longo dos dois anos letivos incluídos na nossa prática de ensino supervisionada. Neste sentido, pretendemos apresentar as potencialidades deste método, confrontando com as dificuldades que sentimos na prática, e refletir sobre soluções e modos de aplicação que possam anular possíveis falhas neste processo.
The theme of this report follows the work carried out within the extent of the supervised teaching practice, at Pinhal Novo Secondary School, with an 8th grade class. The classes fell into the contents of the subdomains “The Renaissance and the Reformation” and “The Old Regime in the 18th century”, despite belonging to different didactic themes. The need to teach contents from different domains was determined by factors relating to time and the class's schedule. Teaching History is a complex process that is not just about exposing content. The transmission of fundamental values and the goal of forming conscious citizens leads the teacher to outline strategies, such as choosing appropriate methodologies for students, to keep them motivated in their learning process. The cooperative method was created as a need to transform traditional pedagogical practices in the classroom. Therefore, it is based on group work, with its main objective being the development of social skills in students, as this method provides scenarios of sharing and mutual help between them. The work we decided to develop is related to this method, which has been the object of study throughout our internship journey. Pinhal Novo Secondary School adopted the Projeto Coopera in the 2022/2023 academic year, with cooperative learning being part of the model of classes we attended and taught, throughout the two academic years included in our supervised teaching practice. In this sense, we intend to present the potential of this methodology, confronting the with the difficulties we experienced while in practice, and reflecting on solutions and methods of application that can eliminate possible flaws in this process.
The theme of this report follows the work carried out within the extent of the supervised teaching practice, at Pinhal Novo Secondary School, with an 8th grade class. The classes fell into the contents of the subdomains “The Renaissance and the Reformation” and “The Old Regime in the 18th century”, despite belonging to different didactic themes. The need to teach contents from different domains was determined by factors relating to time and the class's schedule. Teaching History is a complex process that is not just about exposing content. The transmission of fundamental values and the goal of forming conscious citizens leads the teacher to outline strategies, such as choosing appropriate methodologies for students, to keep them motivated in their learning process. The cooperative method was created as a need to transform traditional pedagogical practices in the classroom. Therefore, it is based on group work, with its main objective being the development of social skills in students, as this method provides scenarios of sharing and mutual help between them. The work we decided to develop is related to this method, which has been the object of study throughout our internship journey. Pinhal Novo Secondary School adopted the Projeto Coopera in the 2022/2023 academic year, with cooperative learning being part of the model of classes we attended and taught, throughout the two academic years included in our supervised teaching practice. In this sense, we intend to present the potential of this methodology, confronting the with the difficulties we experienced while in practice, and reflecting on solutions and methods of application that can eliminate possible flaws in this process.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de História no 3º Ciclo do Ensino Básico e Secundário, 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
História - Estudo e ensino Aprendizagem cooperativa Trabalho de grupo Processo de aprendizagem Relatórios da prática de ensino supervisionada - 2024