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Authors
Advisor(s)
Abstract(s)
O presente relatório sobre a prática de ensino supervisionada teve como objeto de
estudo uma turma do 7º ano de escolaridade na Escola Básica Dr. António Augusto Louro
no Seixal, durante o ano letivo de 2023/2024, à qual foram lecionadas os domínios
“Conhecer o passado para compreender o presente e melhorar o futuro” e “A herança do
mediterrâneo Antigo”, especificamente, o subdomínio “Os Gregos no século V a.C.: o
exemplo de Atenas.”. A prática letiva foi desenvolvida, principalmente, com base na
teoria da aprendizagem significativa de David P. Ausubel, mas também usufruiu dos
contributos pedagógicos de Paulo Freire, John Flavell e do patrono da escola António
Augusto Louro.
A investigação realizada no segundo semestre letivo, teve como propósito a
análise e reflexão sobre os contributos da Metacognição para o ensino e aprendizagem da
História, verificando se a aplicação deste método, através da criação de atividades,
estratégias e instrumentos específicos, proporcionou uma melhor compreensão da
História, melhorando os resultados escolares dos alunos e motivando-os para a
aprendizagem, através do desenvolvimento de competências cognitivas, ao mesmo tempo
que se procurou colmatar algumas das suas dificuldades de aprendizagem.
The focus of this report on supervised teaching practice was a 7th grade class at Escola Básica Dr. António Augusto Louro, in Seixal, during the 2023/2024 school year, in which the following domains were taught: “Knowing the past to understand the present and improve the future” and “The heritage of the Ancient Mediterranean”, specifically the subdomain “The Greeks in the 5th century BC: the example of Athens”. The teaching practice was developed mainly based on David P. Ausubel theory of meaningful learning, but also benefited on the pedagogical contributions of Paulo Freire, John Flavell and the school’s patron António Augusto Louro. The research, carried out in the second semester of the school year, aimed to analyse and reflect on the contributions of metacognition to teaching and learning History, verifying whether the application of this method, through the creation of specific activities, strategies and instruments, provided a better understanding of History, improving students’ academic results and motivating them to learn, through the development of cognitive skills, while seeking to overcome some of their learning difficulties.
The focus of this report on supervised teaching practice was a 7th grade class at Escola Básica Dr. António Augusto Louro, in Seixal, during the 2023/2024 school year, in which the following domains were taught: “Knowing the past to understand the present and improve the future” and “The heritage of the Ancient Mediterranean”, specifically the subdomain “The Greeks in the 5th century BC: the example of Athens”. The teaching practice was developed mainly based on David P. Ausubel theory of meaningful learning, but also benefited on the pedagogical contributions of Paulo Freire, John Flavell and the school’s patron António Augusto Louro. The research, carried out in the second semester of the school year, aimed to analyse and reflect on the contributions of metacognition to teaching and learning History, verifying whether the application of this method, through the creation of specific activities, strategies and instruments, provided a better understanding of History, improving students’ academic results and motivating them to learn, through the development of cognitive skills, while seeking to overcome some of their learning difficulties.
Description
Relatório 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
Keywords
Metacognição Cognitivismo História - Estudo e ensino Dificuldades de aprendizagem Aprendizagem significativa Relatórios da prática de ensino supervisionada - 2024