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Os recursos didáticos no ensino da história : um estudo de caso
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No âmbito da disciplina Iniciação à Prática Profissional III, no 4.º semestre do mestrado em Ensino da História, no 3.º ciclo do Ensino Básico e no Ensino Secundário realizámos a nossa prática de ensino supervisionada na Escola Secundária D. Luísa de Gusmão, no ano letivo 2016/2017, tendo lecionado três aulas de 100 minutos e uma de 50 minutos a uma turma do 12.º ano e uma aula de 100 minutos e outra de 50 minutos a uma turma do 11.º ano.
Ao 12.º ano lecionámos as subunidades: a questão colonial – soluções preconizadas, luta armada, isolamento internacional e a “Primavera Marcelista”: reformismo político não sustentado e ao 11.º ano lecionámos a subunidade – Unidade e diversidade da sociedade oitocentista.
Ao longo do presente relatório pretendemos, por um lado, sintetizar o trabalho desenvolvido na escola ao longo dos dois anos do mestrado e, por outro lado, compreender a importância dos recursos didáticos para o ensino da História, mais concretamente a lecionação das subunidades na escola, de forma a motivar e despertar o interesse dos alunos pela disciplina.
Neste sentido, através da observação participante, de um questionário realizado aos alunos e das observações realizadas pela professora cooperante e pelo professor orientador, constatou-se que as aulas tendo como suporte o PowerPoint, em que os alunos realizaram trabalhos em grupo e em que realizaram fichas de trabalho resultaram muito bem. Contudo, devemos melhor o uso do documentário/filme e do documento e incentivar os alunos a criarem os seus apontamentos, bem como a terem hábitos de trabalho.
Os recursos didáticos são um entre outros fatores que contribuem para a motivação e interesse dos alunos pela disciplina de História.
Within the scope of the discipline Introduction to Professional Practice III, in the 4th semester of the Master's Degree in History Teaching, in the 3rd cycle of Basic Education and Secondary Education, we carried out our supervised teaching practice at Escola Secundária D. Luísa de Gusmão, in school year 2016/2017, having taught three 100-minute classes and one 50-minute class to a 12th-grade class and a 100-minute class and a 50-minute class to an 11th-grade class. In the 12th year we taught the subunits: the colonial question - solutions recommended, armed struggle, international isolation and the "Marcellist Spring": unsupported political reformism and in the 11th year we taught the subunit - Unity and diversity of nineteenth century society. Throughout this report we intend, on the one hand, to synthesize the work developed in the school during the two years of the master's degree and, on the other hand, to understand the importance of didactic resources for the teaching of History, more specifically the teaching of the subunits in the school, in order to motivate and arouse students' interest in the discipline. In this sense, through the participant observation, a questionnaire made to the students and the observations made by the cooperating teacher and the tutor, it was verified that the lessons were supported by PowerPoint, in which the students carried out group work and in which they performed work sheets worked very well. However, we should better use the documentary / film and the document and encourage students to create their notes as well as to have work habits. The didactic resources are one among other factors that contribute to the students' motivation and interest in the History discipline.
Within the scope of the discipline Introduction to Professional Practice III, in the 4th semester of the Master's Degree in History Teaching, in the 3rd cycle of Basic Education and Secondary Education, we carried out our supervised teaching practice at Escola Secundária D. Luísa de Gusmão, in school year 2016/2017, having taught three 100-minute classes and one 50-minute class to a 12th-grade class and a 100-minute class and a 50-minute class to an 11th-grade class. In the 12th year we taught the subunits: the colonial question - solutions recommended, armed struggle, international isolation and the "Marcellist Spring": unsupported political reformism and in the 11th year we taught the subunit - Unity and diversity of nineteenth century society. Throughout this report we intend, on the one hand, to synthesize the work developed in the school during the two years of the master's degree and, on the other hand, to understand the importance of didactic resources for the teaching of History, more specifically the teaching of the subunits in the school, in order to motivate and arouse students' interest in the discipline. In this sense, through the participant observation, a questionnaire made to the students and the observations made by the cooperating teacher and the tutor, it was verified that the lessons were supported by PowerPoint, in which the students carried out group work and in which they performed work sheets worked very well. However, we should better use the documentary / film and the document and encourage students to create their notes as well as to have work habits. The didactic resources are one among other factors that contribute to the students' motivation and interest in the History discipline.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de História no 3º Ciclo do Ensino Básico e no Ensino Secundário, Universidade de Lisboa, Instituto de Educação, 2017
Palavras-chave
Recursos educativos História - Estudo e ensino Colónias Relatórios da prática de ensino supervisionada - 2017