A carregar...
Publicação
Aprender para proteger: métodos ativos na aprendizagem dos riscos ambientais em Geografia, 9º ano
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 17.61 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O papel da escola, e da educação geográfica, constrói-se pelos sentidos e necessidades
educativas que surgem nas relações entre as pessoas e entre estas e a natureza. As
mudanças ambientais globais, que vêm ocorrendo em ritmos acelerados, ameaçam a
sustentabilidade do planeta e a qualidade de vida. Tal coloca aos profissionais da
educação geográfica o desafio de formarem jovens cidadãos competentes e proativos nas
questões ambientais, por meio de uma dinâmica de ensino mais interativa, em que os
alunos são sujeitos ativos ao longo das suas aprendizagens.
A presente investigação centra-se no contributo de métodos ativos na aprendizagem dos
riscos ambientais em Geografia, numa sequência letiva implementada na turma do 9º ano
do Ensino Básico. Ela pautou-se em reflexões teórico-metodológicas e em atividades
desenvolvidas na Escola Básica do 2º e 3º Ciclos de Álvaro Velho, Barreiro, no 3º período
do ano letivo 2020-2021, no tema Ambiente e Sociedade, subtema Alterações ao
Ambiente Natural. A sequência letiva foi construída a partir dos documentos oficiais de
orientação curricular, do manual escolar e de pesquisas complementares.
Na prática educativa, buscou-se experienciar um caminho (não linear) para ensinar, para
aprender e para avaliar, com a adoção de métodos como o trabalho com projeto e a sala
de aula invertida, mediados por recursos digitais, a fim de promover a realização das
aprendizagens pelos alunos de forma significativa.
O trabalho desenvolvido possibilitou aos alunos a construção de conhecimentos
específicos sobre a temática, melhorar procedimentos de investigação e mobilizar a
comunidade na busca de soluções para os problemas ambientais, com um olhar mais
atento para o município e o país. E, o mais importante, a aprendizagem dos alunos levou
a mudanças de atitudes, com participação mais ativa destes na comunidade local,
contribuindo para a mitigação e prevenção dos riscos e a proteção do ambiente.
The role of the school, and of geographic education, is constructed by the meanings and educational needs that arise in the relationships between people and between them and nature. The global environmental changes that have been taking place at an accelerated pace are threatening the sustainability of the planet and the quality of life. This poses the challenge for professionals in geographic education to train young citizens who are competent and proactive in environmental issues, through a more interactive teaching dynamic, in which students are active subjects throughout their learning. The present investigation focuses on the contribution of active methods in the learning of environmental hazards in Geography, in a teaching sequence implemented in the 9th grade class of Basic Education. It was based on theoretical-methodological reflections and on activities developed at the Basic School of the 2nd and 3rd Cycles of Álvaro Velho, Barreiro, in the 3rd period of the 2020-2021 school year, in the theme Environment and Society, sub-theme Changes to the Natural Environment. The teaching sequence was built from official documents of curriculum guidance, the school manual and complementary research. In educational practice, we sought to experience a (non-linear) path to teach, to learn and to evaluate, with the adoption of methods such as project work and the flipped classroom, mediated by digital resources, in order to promote the achievement of learning by students in a meaningful way. The work developed allowed students to build specific knowledge on the subject, improve investigation procedures and mobilize the community in the search for solutions to environmental problems, with a closer look at the municipality and the country. And, most importantly, student learning led to changes in attitudes, with their more active participation in the local community, contributing to the mitigation and prevention of risks and protection of the environment.
The role of the school, and of geographic education, is constructed by the meanings and educational needs that arise in the relationships between people and between them and nature. The global environmental changes that have been taking place at an accelerated pace are threatening the sustainability of the planet and the quality of life. This poses the challenge for professionals in geographic education to train young citizens who are competent and proactive in environmental issues, through a more interactive teaching dynamic, in which students are active subjects throughout their learning. The present investigation focuses on the contribution of active methods in the learning of environmental hazards in Geography, in a teaching sequence implemented in the 9th grade class of Basic Education. It was based on theoretical-methodological reflections and on activities developed at the Basic School of the 2nd and 3rd Cycles of Álvaro Velho, Barreiro, in the 3rd period of the 2020-2021 school year, in the theme Environment and Society, sub-theme Changes to the Natural Environment. The teaching sequence was built from official documents of curriculum guidance, the school manual and complementary research. In educational practice, we sought to experience a (non-linear) path to teach, to learn and to evaluate, with the adoption of methods such as project work and the flipped classroom, mediated by digital resources, in order to promote the achievement of learning by students in a meaningful way. The work developed allowed students to build specific knowledge on the subject, improve investigation procedures and mobilize the community in the search for solutions to environmental problems, with a closer look at the municipality and the country. And, most importantly, student learning led to changes in attitudes, with their more active participation in the local community, contributing to the mitigation and prevention of risks and protection of the environment.
Descrição
Palavras-chave
Educação geográfica Método ativo Aprendizagem Riscos ambientais Ecocidadão.