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Fluxos mundiais e competências de cidadania democrática : uma abordagem pedagógico-didática no Ensino da Geografia C no 12.º ano de escolaridade
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O presente relatório de prática de ensino supervisionada, desenvolvido no âmbito do Mestrado em Ensino de Geografia no 3.º Ciclo do Ensino Básico e Secundário, centrou-se na temática "Fluxos Mundiais e Competências de Cidadania Democrática", abordada na disciplina de Geografia C do 12.º ano. A sequência didática teve como objetivo principal conduzir os alunos na compreensão crítica dos fluxos globais (migratórios, comerciais, financeiros, de informação e ambientais) e suas implicações nas sociedades contemporâneas, promovendo o desenvolvimento de competências de cidadania democrática, conforme definidas no Referencial do Conselho da Europa (2016). A intervenção pedagógica decorreu na Escola Secundária de Alcochete, com a turma 12.ºE, estruturada em dez aulas, seguindo uma abordagem construtivista e metodologias ativas, como trabalho colaborativo, investigação orientada e comunicação oral e escrita. A sequência didática decorreu em três fases: exploração (diagnóstico de conceitos prévios), desenvolvimento (pesquisa e construção colaborativa) e síntese (apresentações e reflexão crítica). A avaliação combinou métodos formativos e sumativos, incluindo autoavaliação e heteroavaliação. Os resultados demonstram um elevado envolvimento dos alunos, com destaque para o desenvolvimento de competências como pensamento crítico, cooperação, empatia e responsabilidade, evidenciando a importância do recurso a estratégias de aprendizagem ativas no ensino da Geografia para a formação de cidadãos informados, críticos e participativos. O relatório conclui destacando a relevância das estratégias pedagógicas implementadas para a formação de cidadãos ativos e conscientes para intervir, com uma atitude democrática, nos desafios que um mundo globalizado e fragmentado coloca.
This report on supervised teaching practice, developed within the Master's degree in Geography Teaching for the 3rd Cycle of Basic Education and Secondary Education, focuses on the topic "Global Flows and Democratic Citizenship Competences", addressed in the 12th-year Geography C discipline. The primary objective of the didactic sequence was to guide pupils towards a critical understanding of global flows (migratory, commercial, financial, informational, and environmental) and their implications for contemporary societies, whilst promoting the development of democratic citizenship competences, as defined by the Council of Europe's Reference Framework (2016). The pedagogical intervention was implemented at the Alcochete Secondary School with class 12E and was structured across ten lessons. It followed a constructivist approach and employed active methodologies, such as collaborative work, guided inquiry, and oral and written communication. The didactic sequence unfolded in three phases: exploration (diagnosis of prior concepts), development (research and collaborative construction), and synthesis (presentations and critical reflection). The assessment, aligned with the Pupil Profile at the End of Compulsory Schooling, combined formative and summative methods, including self-assessment and peer assessment. The results demonstrate a high level of pupil engagement, with particular emphasis on the development of competences such as critical thinking, cooperation, empathy, and responsibility. This highlights the importance of using active learning strategies in Geography teaching for the education of informed, critical, and participatory citizens. The report concludes by underscoring the relevance of the implemented pedagogical strategies in training active and conscious citizens who are prepared to engage, with a democratic attitude, with the challenges posed by a globalised and fragmented world.
This report on supervised teaching practice, developed within the Master's degree in Geography Teaching for the 3rd Cycle of Basic Education and Secondary Education, focuses on the topic "Global Flows and Democratic Citizenship Competences", addressed in the 12th-year Geography C discipline. The primary objective of the didactic sequence was to guide pupils towards a critical understanding of global flows (migratory, commercial, financial, informational, and environmental) and their implications for contemporary societies, whilst promoting the development of democratic citizenship competences, as defined by the Council of Europe's Reference Framework (2016). The pedagogical intervention was implemented at the Alcochete Secondary School with class 12E and was structured across ten lessons. It followed a constructivist approach and employed active methodologies, such as collaborative work, guided inquiry, and oral and written communication. The didactic sequence unfolded in three phases: exploration (diagnosis of prior concepts), development (research and collaborative construction), and synthesis (presentations and critical reflection). The assessment, aligned with the Pupil Profile at the End of Compulsory Schooling, combined formative and summative methods, including self-assessment and peer assessment. The results demonstrate a high level of pupil engagement, with particular emphasis on the development of competences such as critical thinking, cooperation, empathy, and responsibility. This highlights the importance of using active learning strategies in Geography teaching for the education of informed, critical, and participatory citizens. The report concludes by underscoring the relevance of the implemented pedagogical strategies in training active and conscious citizens who are prepared to engage, with a democratic attitude, with the challenges posed by a globalised and fragmented world.
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Geography Globalization Global flows Democratic citizenship skills Active teaching methodologies Geografia Globalização Fluxos mundiais Competências de cidadania democrática Metodologias de ensino ativas