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Olhar a Geografia com outros “olhos”: os nossos riscos, os nossos desafios
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A Geografia tornou-se numa disciplina relevante para o desenvolvimento de competências cruciais numa sociedade que se vê cada vez mais assolada pelas consequências das ações humanos contrárias à sobrevivência do planeta. É com esta particular responsabilidade que, na Escola do século XXI, conhecimento, capacidades e atitudes devem ser estimulados pelos docentes. É preciso construir um Olhar Geográfico, que identifique os Riscos e contribua para a correta mitigação das suas consequências, bem como, prepare os jovens para o seu futuro. Foi nesta perspetiva que o Relatório foi redigido, descrevendo e discutindo uma sequência didática sobre os Riscos Mistos, implementada no âmbito do Mestrado em Ensino de Geografia da Universidade de Lisboa, na Escola Secundária Manuel de Arriaga, numa turma do 9º ano de escolaridade. Debate-se brevemente a relevância da Geografia dos Riscos nos Açores, apresenta-se a planificação da sequência de trabalho, os recursos construídos e os resultados da sua implementação – no contexto atribulado da pandemia do COVID-19, que “explodiu” em março de 2020. Com a interrupção do ensino presencial, a sequência didática foi adaptada, de forma a promover à distância as mesmas competências e objetivos previstos. A experiência que se pretendeu implementar tentou privilegiar uma aprendizagem diversificada e rica, com utilização de diferentes estratégias. As atividades mais práticas e participadas pelos alunos foram aquelas que mais os envolveram e as que tiveram um melhor feedback, em atividades síncronas e assíncronas. Contudo, apenas parte da turma evidenciou um assinalável interesse em relação às tarefas propostas. Com diferenciação em dois grupos de alunos, mais e menos empenhados, num balanço global, o ensino/aprendizagem imersivo e centrado na resolução de problemas acaba por ser mais mobilizador.
Geography has become a predominant subject in the development of important skills in a society that has increasingly been overwhelmed by controvertional human actions to the survival of our planet. It is with this particular responsibility that in the 21st century school, the geographic knowledge, values and skills must be developed by the teachers. It is needed to build a geographic eyesight, that identifies the risks and contributes to the correct mitigation of its consequences, as well, to better prepare the young adults for their future. It was in this line of thought that this document was written, describing and debating a didactic teaching sequence about Natural/Human Risks that took place for the Geography Masters of Teaching at the University of Lisbon, at Escola Secundária Manuel de Arriaga with a nineth grade class. Therefore, it is briefly discussed the relevance of Risk Geography in the Azores, it is presented the planification of work sequence, the resources built and the results and its’ implementation – in the troubled context of COVID-19 pandemic, that “exploded” in march 2020. With this interruption of in-person teaching, the didactic sequence was adapted to promote in distance, the same skills and goals predicted. The experience that was intended to implement tried to promote a rich and diverse learning environment using different strategies, where it was observed that it was mostly in the practical and participative activities that the students engaged the most, which there was a positive feedback. Despite that in online and offline activities of research and involving of the subjects, only a percentage of the class presented themselves receptive and interested in the realization of the proposed activities, it was concluded that a more immersive and participative teaching focused on problem solving it is more effective.
Geography has become a predominant subject in the development of important skills in a society that has increasingly been overwhelmed by controvertional human actions to the survival of our planet. It is with this particular responsibility that in the 21st century school, the geographic knowledge, values and skills must be developed by the teachers. It is needed to build a geographic eyesight, that identifies the risks and contributes to the correct mitigation of its consequences, as well, to better prepare the young adults for their future. It was in this line of thought that this document was written, describing and debating a didactic teaching sequence about Natural/Human Risks that took place for the Geography Masters of Teaching at the University of Lisbon, at Escola Secundária Manuel de Arriaga with a nineth grade class. Therefore, it is briefly discussed the relevance of Risk Geography in the Azores, it is presented the planification of work sequence, the resources built and the results and its’ implementation – in the troubled context of COVID-19 pandemic, that “exploded” in march 2020. With this interruption of in-person teaching, the didactic sequence was adapted to promote in distance, the same skills and goals predicted. The experience that was intended to implement tried to promote a rich and diverse learning environment using different strategies, where it was observed that it was mostly in the practical and participative activities that the students engaged the most, which there was a positive feedback. Despite that in online and offline activities of research and involving of the subjects, only a percentage of the class presented themselves receptive and interested in the realization of the proposed activities, it was concluded that a more immersive and participative teaching focused on problem solving it is more effective.
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Palavras-chave
Geografia Olhar geográfico Riscos mistos Aprendizagem diversificada Atividades síncronas e assíncronas