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Proteção, Controlo e Gestão Ambiental para o Desenvolvimento Sustentável na Geografia Escolar
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O presente relatório, desenvolvido no âmbito do Mestrado em Ensino de Geografia da Universidade de Lisboa, foi elaborado através da Prática de Ensino Supervisionada realizada na Escola Básica Miguel Torga – São Brás, na Amadora, numa turma de 9º ano de escolaridade, com orientação da professora cooperante Fátima Rebelo.
Este relatório é composto por três capítulos. No primeiro capítulo são exploradas as teorias e conceitos fundamentais relacionados com a questão-chave: “Que contributos a Geografia Escolar pode fornecer à Educação Ambiental através da lecionação da problemática da proteção, controlo e gestão ambiental?”, abordando as principais ideias que sustentam o estudo, destacando os conceitos e teorias que servem de base à análise.
No segundo capítulo são apresentados o contexto curricular em que o tema se insere, e uma caracterização da escola e da turma, a fim de compreender o contexto espacial em que a análise foi elaborada. A sequência letiva que compõe este relatório, teve por base a lecionação do subdomínio 3 – Proteção, controlo e gestão ambiental para o desenvolvimento sustentável, que se insere no domínio VI – Riscos, ambiente e sociedade, e teve como objetivo refletir sobre os contributos que a Geografia Escolar pode fornecer à Educação Ambiental através desse subdomínio.
Por fim, o terceiro capítulo aborda os domínios e subdomínios em que assentou a pesquisa, apresentando e analisando os resultados. Em relação a este ponto, podemos afirmar que o domínio temático se revela extremamente pertinente e quase imprescindível para o desenvolvimento da consciência ambiental dos jovens, principalmente se os docentes implementarem diferentes estratégias de ensino/aprendizagem que conduzam os alunos a refletir sobre os problemas
ambientais e os incentivem a procurar soluções que permitam reduzir as vulnerabilidades
e a mitigar os seus impactes, e lhes permitam desenvolver uma maior preocupação ambiental.
The present report, developed as part of the Master's Degree in Geography Teaching at the University of Lisbon, was prepared through the Supervised Teaching Practice carried out at Miguel Torga Basic School - São Brás, in Amadora, in a 9th-grade class, under the guidance of cooperating teacher Fátima Rebelo. This report consists of three chapters. In the first chapter, the fundamental theories and concepts related to the key question, "What contributions can School Geography provide to Environmental Education through the teaching of environmental protection, control, and management issues?" are explored, addressing the main ideas that underpin the study, highlighting the concepts and theories that form the basis of the analysis. In the second chapter, the curricular context in which the theme is situated is presented, along with a characterization of the school and the class, in order to understand the spatial context in which the analysis was conducted. The teaching sequence that makes up this report was based on the teaching of the subdomain 3 – Environmental Protection, Control, and Management for Sustainable Development, which is part of Domain VI - Risks, Environment, and Society, and aimed to reflect on the contributions that School Geography can provide to Environmental Education through this subdomain. Finally, the third chapter addresses the domains and subdomains that the research was based on, presenting and analyzing the results. In relation to this point, it can be affirmed that the thematic domain proves to be extremely relevant and almost indispensable for the development of environmental awareness among young people, especially if teachers implement different teaching/learning strategies that lead students to reflect on environmental problems and encourage them to seek solutions to reduce vulnerabilities and mitigate their impacts, as well as to develop a greater environmental concern.
The present report, developed as part of the Master's Degree in Geography Teaching at the University of Lisbon, was prepared through the Supervised Teaching Practice carried out at Miguel Torga Basic School - São Brás, in Amadora, in a 9th-grade class, under the guidance of cooperating teacher Fátima Rebelo. This report consists of three chapters. In the first chapter, the fundamental theories and concepts related to the key question, "What contributions can School Geography provide to Environmental Education through the teaching of environmental protection, control, and management issues?" are explored, addressing the main ideas that underpin the study, highlighting the concepts and theories that form the basis of the analysis. In the second chapter, the curricular context in which the theme is situated is presented, along with a characterization of the school and the class, in order to understand the spatial context in which the analysis was conducted. The teaching sequence that makes up this report was based on the teaching of the subdomain 3 – Environmental Protection, Control, and Management for Sustainable Development, which is part of Domain VI - Risks, Environment, and Society, and aimed to reflect on the contributions that School Geography can provide to Environmental Education through this subdomain. Finally, the third chapter addresses the domains and subdomains that the research was based on, presenting and analyzing the results. In relation to this point, it can be affirmed that the thematic domain proves to be extremely relevant and almost indispensable for the development of environmental awareness among young people, especially if teachers implement different teaching/learning strategies that lead students to reflect on environmental problems and encourage them to seek solutions to reduce vulnerabilities and mitigate their impacts, as well as to develop a greater environmental concern.
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Educação geográfica Educação ambiental Desenvolvimento sustentável Resiliência Pegada Ecológica