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A importância da Educação Geográfica para a construção da cidadania climática : o estudo do clima no 7.º ano de escolaridade
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O presente Relatório de Prática de Ensino Supervisionada insere-se no âmbito da unidade curricular Introdução à Prática Profissional III do Mestrado em Ensino de Geografia no 3.º Ciclo do Ensino Básico e no Ensino Secundário e tem como principal objetivo compreender de que forma a Educação Geográfica pode contribuir para a construção da cidadania climática. Para a consecução do objetivo proposto realiza-se uma descrição e reflexão das aulas lecionadas na turma do 7ºE, da escola EB 2,3 da Bobadela, localizada em Loures, sob orientação da professora cooperante Gracília Morais. A sequência letiva implementada foca-se no estudo do subtema Clima e Formações Vegetais, que integram o tema Meio Natural, segundo as Aprendizagens Essenciais de Geografia do 7.º ano de escolaridade. O planeamento da sequência letiva é sustentado pelos documentos orientadores do sistema educativo português e do agrupamento de escolas da Bobadela. A implementação de estratégias adequadas e desafiantes torna-se crucial para o sucesso de consolidação das aprendizagens e desenvolvimento de competências. Como tal, o trabalho em grupo, enquanto estratégia de aprendizagem, apresenta uma centralidade ímpar neste contexto. Foram igualmente implementadas outras atividades de forma a complementar o sucesso das aprendizagens nomeadamente o diálogo e debate com os alunos, a exploração do manual, a elaboração de esquemas no quadro, a realização de exercícios do manual, a análise e debate de notícias e a elaboração de cartazes. Através da sequência letiva implementada desenvolveram-se competências nos alunos desde o saber ao ser. Por um lado, o desenvolvimento e a assimilação de conceitos fundamentais associados ao estudo do clima e dos biomas foi imperativo para fomentar o pensamento crítico dos alunos. Por outro lado, a aprendizagem colaborativa, potenciou e permitiu colocar em práticas as aprendizagens desenvolvidas de forma empírica, tornando a aprendizagem mais significativa e conducente ao exercício da cidadania climática, permitindo-lhes atuar no espaço de forma consciente, responsável e informada.
This Supervised Teaching Practice Report is part of the curricular unit Introduction to Professional Practice III of the Master’s Degree in Geography Teaching for Lower Secondary (3rd Cycle of Basic Education) and Upper Secondary Education. Its main objective is to understand how Geographic Education can contribute to the development of climate citizenship. To achieve this goal, a description and reflection of the lessons taught to class 7E at EB 2,3 da Bobadela, located in Loures, is carried out under the guidance of cooperating teacher Gracília Morais. The teaching sequence implemented focuses on the subtopic Climate and Vegetation Formations, which is part of the theme Natural Environment, according to the Essential Learning Guidelines for the 7th-grade Geography curriculum. The planning of the teaching sequence is supported by the guiding documents of the portuguese educational system and the Bobadela school cluster. The implementation of appropriate and challenging strategies is crucial for the successful consolidation of learning and the development of skills. As such, group work, as a learning strategy, plays a central role in this context. Other activities were also implemented to complement the learning process, namely dialogue and debate with students, exploration of the textbook, creation of diagrams on the board, completion of textbook exercises, analysis and discussion of news articles, and the production of posters. Through the implemented learning sequence, students developed competencies ranging from knowledge to personal growth. On the one hand, the development and assimilation of fundamental concepts related to the study of climate and biomes was essential to foster students’ critical thinking. On the other hand, collaborative learning enhanced and enabled the practical application of acquired knowledge in an empirical way, making learning more meaningful and conducive to the exercise of climate citizenship, allowing them to act in their environment in a conscious, responsible, and informed manner.
This Supervised Teaching Practice Report is part of the curricular unit Introduction to Professional Practice III of the Master’s Degree in Geography Teaching for Lower Secondary (3rd Cycle of Basic Education) and Upper Secondary Education. Its main objective is to understand how Geographic Education can contribute to the development of climate citizenship. To achieve this goal, a description and reflection of the lessons taught to class 7E at EB 2,3 da Bobadela, located in Loures, is carried out under the guidance of cooperating teacher Gracília Morais. The teaching sequence implemented focuses on the subtopic Climate and Vegetation Formations, which is part of the theme Natural Environment, according to the Essential Learning Guidelines for the 7th-grade Geography curriculum. The planning of the teaching sequence is supported by the guiding documents of the portuguese educational system and the Bobadela school cluster. The implementation of appropriate and challenging strategies is crucial for the successful consolidation of learning and the development of skills. As such, group work, as a learning strategy, plays a central role in this context. Other activities were also implemented to complement the learning process, namely dialogue and debate with students, exploration of the textbook, creation of diagrams on the board, completion of textbook exercises, analysis and discussion of news articles, and the production of posters. Through the implemented learning sequence, students developed competencies ranging from knowledge to personal growth. On the one hand, the development and assimilation of fundamental concepts related to the study of climate and biomes was essential to foster students’ critical thinking. On the other hand, collaborative learning enhanced and enabled the practical application of acquired knowledge in an empirical way, making learning more meaningful and conducive to the exercise of climate citizenship, allowing them to act in their environment in a conscious, responsible, and informed manner.
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Geographic Education Climate Citizenship Climate and Biomes Group Work Educação Geográfica Cidadania Climática Clima e Biomas Trabalho em grupo