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Aprender a localização em Geografia : uma proposta didática para o 7.º ano de escolaridade
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Este relatório foi elaborado no desenvolvimento das atividades de Iniciação às Prática Profissional III, no segundo semestre do ano letivo 2023-2024, na disciplina de Geografia, com a turma 7ºB do Colégio Atlântico. Foi planeada uma sequência didática de dezasseis aulas em blocos de 60+60 minutos. O tema lecionado foi "A Terra: Estudos e Representações"., subtema "Mapas como forma de representar a superfície terrestre", conforme as Aprendizagens Essenciais (DGE, 2018). O trabalho inspirou-se na teoria construtivista, promovendo a participação ativa dos alunos na construção do conhecimento através de atividades diversificadas, como gamificação, aprendizagem cooperativa, uso das Tecnologias de Informação Geográfica e exploração prática do espaço envolvente. A recolha de ideias prévias, em que se avaliou o grau de entendimento dos alunos acerca do tema da localização, progrediu para atividades interativas e dinâmicas que proporcionaram uma base sólida para a compreensão dos conceitos geográficos. O ensino construtivista coloca o aluno no centro da aprendizagem e permite que desenvolvam também competências sociais e de grupo, a partir dos conhecimentos geográficos. Pode-se concluir que a diversificação de estratégias contribuiu para o desenvolvimento de uma melhor compreensão dos conteúdos geográficos. Por outro lado, a motivação dos alunos influenciou diretamente o seu desempenho e o seu sucesso, tendo esta um papel fundamental na construção da aprendizagem, pois melhora o interesse, o esforço e a persistência doa alunos ao se envolverem nas atividades de aprendizagem, reforçando a importância de práticas de ensino dinâmicas, diferenciadas e centradas no aluno.
This report was prepared as part of the activities developed in Introduction to Professional Practice III, during the second semester of the 2023-2024 academic year, in the subject of Geography, with class 7B from Colégio Atlântico. A didactic sequence of sixteen lessons was planned, organized into 60+60-minute blocks. The topic taught was “The Earth: Studies and Representations,” specifically the subtopic “Maps as a way of representing the Earth's surface and the location of different elements on the Earth's surface,” in accordance with the Essential Learnings (DGE, 2018). The work was inspired by constructivist theory, promoting active student participation in the construction of knowledge through a variety of activities, such as gamification, cooperative learning, the use of Geographic Information Technologies, and practical exploration of the surrounding environment. The collection of students' prior ideas, which assessed their level of understanding regarding the topic of location, progressed into interactive and dynamic activities that provided a solid foundation for grasping geographical concepts. Constructivist teaching places the student at the center of learning and also enables the development of social and group skills based on geographical knowledge. It can be concluded that the diversification of strategies contributed to the development of a more solid and meaningful understanding of geographical content. Moreover, student motivation directly influenced their performance and success, playing a fundamental role in the learning process, as it enhances students' interest, effort, and persistence in engaging with learning activities, reinforcing the importance of dynamic, differentiated, and student-centered teaching practices.
This report was prepared as part of the activities developed in Introduction to Professional Practice III, during the second semester of the 2023-2024 academic year, in the subject of Geography, with class 7B from Colégio Atlântico. A didactic sequence of sixteen lessons was planned, organized into 60+60-minute blocks. The topic taught was “The Earth: Studies and Representations,” specifically the subtopic “Maps as a way of representing the Earth's surface and the location of different elements on the Earth's surface,” in accordance with the Essential Learnings (DGE, 2018). The work was inspired by constructivist theory, promoting active student participation in the construction of knowledge through a variety of activities, such as gamification, cooperative learning, the use of Geographic Information Technologies, and practical exploration of the surrounding environment. The collection of students' prior ideas, which assessed their level of understanding regarding the topic of location, progressed into interactive and dynamic activities that provided a solid foundation for grasping geographical concepts. Constructivist teaching places the student at the center of learning and also enables the development of social and group skills based on geographical knowledge. It can be concluded that the diversification of strategies contributed to the development of a more solid and meaningful understanding of geographical content. Moreover, student motivation directly influenced their performance and success, playing a fundamental role in the learning process, as it enhances students' interest, effort, and persistence in engaging with learning activities, reinforcing the importance of dynamic, differentiated, and student-centered teaching practices.
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Constructivism Geography Teaching Location Motivation Construtivismo Ensino Geografia Localização Motivação