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A poluição atmosférica nas áreas urbanas: fatores desencadeantes, consequências e medidas de mitigação
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| 6.6 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório, desenvolvido no âmbito da unidade curricular de Iniciação à Prática Profissional III, do Mestrado de Ensino de Geografia no 3º ciclo do Ensino Básico e no Ensino Secundário, refere-se ao desenvolvimento da prática de ensino supervisionada e apresenta uma sequência de atividades, realizadas e que ficaram por realizar, assim como o respetivo enquadramento científico e pedagógico da temática. As atividades apresentadas ao longo do relatório refletem o trabalho desenvolvido na lecionação da disciplina de Geografia, numa turma de 9º Ano de Escolaridade, da Escola Secundária Rainha Dona Leonor.
Os planos de aulas foram planeados em torno do tema “A poluição atmosférica nas áreas urbanas: fatores desencadeantes, consequências e medidas de mitigação”, e foram estruturados com base nos princípios da escola transmissiva e construtiva, com o objetivo de conduzir os alunos a atingir um conjunto diversificado de competências instrumentais (do conhecimento substantivo sobre a poluição atmosférica), interpessoais (relacionadas com processos, procedimentos e atitudes e valores) e sistémicas (que relacionam e/ou interligam os dois domínios anteriores).
Ao nível do conhecimento substantivo, as aprendizagens tinham como objetivo culminar com a preparação e a realização de um debate em sala de aula sobre a poluição atmosférica, recorrendo para o efeito a pesquisas na internet. Este debate centrou-se nas seguintes questões: Será benéfico a criação de uma fábrica perto de uma área urbana? Que consequências estão inerentes à criação da fábrica? Quais as estratégias a abordar para mitigar os seus efeitos nocivos?.
Relativamente às competências interpessoais e sistémicas, espera-se que a experiência de aprendizagem contribua para o desenvolvimento de algumas competências que constam do “Perfil dos Alunos à Saída da Escolaridade Obrigatória” e das “Aprendizagens Essenciais”, nomeadamente, (i) compreender os equilíbrios e as fragilidades do mundo natural na adoção de comportamentos que respondam aos grandes desafios globais do ambiente; (ii) manifestar consciência e responsabilidade ambiental e social, trabalhando colaborativamente para o bem comum, com vista à construção de um futuro sustentável, por estarem ligadas diretamente à poluição.
Este relatório foi prejudicado pela impossibilidade da realização de todas as atividades inicialmente planeadas, devido ao encerramento das escolas, consequência da pandemia Covid-19. A impossibilidade de lecionar as aulas presencialmente e a necessidade de providenciar aos alunos novas condições para aprenderem foram demonstradas através do ensino à distância. Ainda assim, as condições propostas aos alunos durante este período não foram as ideais para os mesmos poderem ter o melhor aproveitamento. Contudo, sendo uma turma participativa e com elevadas capacidades, manifestaram uma boa adaptação ao ensino à distância, apesar de algumas dificuldades e da necessidade de adaptação dos conteúdos e da replanificação de diferentes atividades face às que inicialmente tinham sido apresentadas à turma.
This report, developed within the scope of the Initiation to Professional Practice III curricular unit of the master’s degree in Geography Education in the 3rd key stage of Basic Education and in Secondary Education, refers to the practice of supervised teaching and presents a sequence of performed activities and that remained to be performed, as well as the respective scientific framework of the theme. The activities presented throughout the report reflect all the work developed in the geography discipline in a 9th grade class at the Rainha Dona Leonor Secondary School. The lessons plans were organized around the theme "Atmospheric pollution in urban areas: triggering factors, consequences and mitigation measures" and were structured based on the transmissive and constructive school that aims to lead students to achieve a diverse set of instrumental skills (of substantive knowledge about air pollution), interpersonal (related to processes, procedures and attitudes and values) and systemic (which relate the two previous ones). At the level of substantive knowledge, as learning, the objective is to culminate with the preparation and realization of a classroom debate on the atmospheric form, using internet research. This debate focused on the following questions: Will it be beneficial to set up a factory near an urban area? What consequences are inherent in the creation of the factory? What are the approach strategies to mitigate its harmful effects? Regarding interpersonal and systemic skills, it is expected that the learning experience will contribute to the development of some skills that are included in the “Profile of Students Leaving Mandatory Schooling” and “Essential Learning”, namely, (i) understand the balances and weaknesses of the natural world in adopting behaviors that respond to the great global challenges of the environment; (ii) manifestenvironmental and social awareness and responsability, working collaboratively for the common good, with a view to building a sustainable future, as they are directly linked to pollution. This report was hampered by the impossibility of carrying out all the activities initially planned, due to the closing of schools, because of the Covid-19 pandemic. The impossibility of teaching classes in person and the need to provide students new conditions to learn were demonstrated through distance learning. Even so, the conditions proposed to students during this period were not ideal for their best use. However, being a participative class with high skills, they collaborated in an good adaptation to distance learning, despite the need to adapt the contents and plan different activities than what had been previously presented to the class.
This report, developed within the scope of the Initiation to Professional Practice III curricular unit of the master’s degree in Geography Education in the 3rd key stage of Basic Education and in Secondary Education, refers to the practice of supervised teaching and presents a sequence of performed activities and that remained to be performed, as well as the respective scientific framework of the theme. The activities presented throughout the report reflect all the work developed in the geography discipline in a 9th grade class at the Rainha Dona Leonor Secondary School. The lessons plans were organized around the theme "Atmospheric pollution in urban areas: triggering factors, consequences and mitigation measures" and were structured based on the transmissive and constructive school that aims to lead students to achieve a diverse set of instrumental skills (of substantive knowledge about air pollution), interpersonal (related to processes, procedures and attitudes and values) and systemic (which relate the two previous ones). At the level of substantive knowledge, as learning, the objective is to culminate with the preparation and realization of a classroom debate on the atmospheric form, using internet research. This debate focused on the following questions: Will it be beneficial to set up a factory near an urban area? What consequences are inherent in the creation of the factory? What are the approach strategies to mitigate its harmful effects? Regarding interpersonal and systemic skills, it is expected that the learning experience will contribute to the development of some skills that are included in the “Profile of Students Leaving Mandatory Schooling” and “Essential Learning”, namely, (i) understand the balances and weaknesses of the natural world in adopting behaviors that respond to the great global challenges of the environment; (ii) manifestenvironmental and social awareness and responsability, working collaboratively for the common good, with a view to building a sustainable future, as they are directly linked to pollution. This report was hampered by the impossibility of carrying out all the activities initially planned, due to the closing of schools, because of the Covid-19 pandemic. The impossibility of teaching classes in person and the need to provide students new conditions to learn were demonstrated through distance learning. Even so, the conditions proposed to students during this period were not ideal for their best use. However, being a participative class with high skills, they collaborated in an good adaptation to distance learning, despite the need to adapt the contents and plan different activities than what had been previously presented to the class.
Description
Keywords
Poluição Atmosférica Educação Ambiental Prática de Ensino Supervisionada Mitigação Debate