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Riscos e catástrofes naturais na Geografia do 9ºano : contributo para a Educação para o Risco
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O presente Relatório de Prática de Ensino Supervisionada insere-se no Mestrado em Ensino de Geografia, tendo sido desenvolvido na Escola Secundária Seomara da Costa Primo, no âmbito da unidade temática "Riscos e Catástrofes Naturais" ao 9.º ano de escolaridade. Este relatório tem como base compreender o contributo da Geografia para a Educação para o Risco, valorizando o currículo da disciplina e o trabalho dentro de sala de aula enquanto ferramenta essencial para a promoção de uma cidadania ativa, crítica e informada. O tempo letivo dedicado à Prática de Ensino Supervisionado integrou um total de 17 aulas, durante as quais foram aplicadas metodologias ativas e diferenciadas, com o propósito de promover o envolvimento dos alunos no processo de ensino-aprendizagem. Foram desenvolvidas diversas atividades, tais como o levantamento de ideias prévias, a realização de fichas de trabalho, a visualização de vídeos, a aplicação de quizzes interativos e o trabalho cooperativo. Estas estratégias foram definidas em função das características e necessidades da turma, sendo realizadas através de diferentes recursos, como a apresentação de vídeos breves, antes da exposição dialogada dos conteúdos temáticos. A avaliação nesta turma caracterizou-se pela sua vertente formativa, bem como pela avaliação qualitativa realizada através de uma ficha de avaliação e dois trabalhos de grupo referentes ao tema principal "Riscos e Catástrofes Naturais". Este relatório evidencia ainda o papel da escola na formação de indivíduos resilientes e conscientes dos desafios ambientais e sociais, especialmente perante o aumento da frequência e intensidade de catástrofes naturais, muitas vezes agravadas por fatores antrópicos. Nesse sentido, o desenvolvimento de um kit de emergência e de um póster sobre fenómenos naturais constituiu um contributo essencial para que os alunos compreendessem a importância da preparação, da prevenção e da resposta adequada em situações de risco, reforçando, assim, os princípios da Educação para o Risco.
The present Supervised Teaching Practice Report is part of the Master's Degree in Geography Teaching and was developed at Escola Secundária Seomara da Costa Primo, within the thematic unit "Natural Hazards and Disasters" for the 9th grade. This report is based on understanding the contribution of Geography to Risk Education, highlighting the subject's curriculum and classroom work as essential tools for the promotion of an active, critical, and informed citizenship. The teaching practice period consisted of a total of 17 lessons, during which active and differentiated methodologies were applied to promote students' engagement in the teaching and learning process. To this aim, several activities were developed, including eliciting the students' prior knowledge, completing worksheets, watching videos, carrying out interactive quizzes, and cooperative work. These strategies were defined according to the characteristics and needs of the class, and were implemented through different resources, including the presentation of short videos, before the dialogued exposition of thematic content. Assessment in this class was mainly formative, as well as the completion of a worksheet. In addition, qualitative assessment was carried out through one assessment worksheet and two group projects related to the main theme 4 "Natural Hazards and Disasters". This report also highlights the role of the school in shaping resilient individuals who are aware of environmental and social challenges, especially in the face of the increasing frequency and intensity of natural disasters, often aggravated by anthropogenic factors. In this sense, the development of an emergency kit and a poster on natural hazards was an essential contribution for students to understand the importance of preparedness, prevention, and an appropriate response in risk situations, thereby reinforcing the principles of Risk Education.
The present Supervised Teaching Practice Report is part of the Master's Degree in Geography Teaching and was developed at Escola Secundária Seomara da Costa Primo, within the thematic unit "Natural Hazards and Disasters" for the 9th grade. This report is based on understanding the contribution of Geography to Risk Education, highlighting the subject's curriculum and classroom work as essential tools for the promotion of an active, critical, and informed citizenship. The teaching practice period consisted of a total of 17 lessons, during which active and differentiated methodologies were applied to promote students' engagement in the teaching and learning process. To this aim, several activities were developed, including eliciting the students' prior knowledge, completing worksheets, watching videos, carrying out interactive quizzes, and cooperative work. These strategies were defined according to the characteristics and needs of the class, and were implemented through different resources, including the presentation of short videos, before the dialogued exposition of thematic content. Assessment in this class was mainly formative, as well as the completion of a worksheet. In addition, qualitative assessment was carried out through one assessment worksheet and two group projects related to the main theme 4 "Natural Hazards and Disasters". This report also highlights the role of the school in shaping resilient individuals who are aware of environmental and social challenges, especially in the face of the increasing frequency and intensity of natural disasters, often aggravated by anthropogenic factors. In this sense, the development of an emergency kit and a poster on natural hazards was an essential contribution for students to understand the importance of preparedness, prevention, and an appropriate response in risk situations, thereby reinforcing the principles of Risk Education.
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Cooperative Learning Geography Natural Hazards and Disasters Risk Education Teaching Geografia Educação para o Risco Ensino Riscos e Catástrofes Naturais Aprendizagem cooperativa.