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O uso da literatura no ensino da disciplina de História da Cultura e das Artes
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O presente relatório final intitulado O uso da literatura na disciplina de História
da Cultura e das Artes, 11º ano foi realizado no âmbito da conclusão do Mestrado em
Ensino de História no 3º Ciclo do Ensino Básico e no Ensino Secundário, orientado pelo
Professor Doutor Miguel Monteiro.
Uma das maiores dificuldades no ensino é a arte de despertar o interesse dos
alunos, de lhes transmitir a informação que achámos necessária e, por último, a ajudá-los
a compreendê-la, a criticá-la e a retê-la. Para o fazer recorri a uma velha fórmula que,
acredito, ainda possui as virtudes de surpreender, de emocionar, de prender a atenção e
aumentar capacidade de retenção, ou seja, a literatura. Ao longo deste relatório tentei
mostrar que através da literatura conseguimos promover a compreensão de conceitos
históricos a aprender pelos alunos. Com a força de uma narrativa imbuída de densidade
simbólica e imaginária os alunos vão construindo e reestruturando progressivamente os
seus esquemas mentais, aprofundando-os e tornando-os seus. Ou seja, abandona-se a
mimesis e promove-se a poiesis, ou seja, ultrapassámos a superficialidade e promovemos
a profundidade e, com isso, a capacidade de atenção e retenção. Ao levantar um pouco o
véu da experiência humana esperamos desencadear no mais íntimo dos nossos alunos,
novos desejos, novas perguntas e perene curiosidade.
Nas aulas lecionadas ao longo do ano letivo de 2021/22 procurou-se estabelecer
relações entre excertos de obras contemporâneas com a matéria a lecionar. Os textos
escolhidos foram vários e a sua apresentação aos alunos teve como principal objetivo dar
vida, profundidade e emoção aos conceitos enumerados nos manuais.
The present final report entitled The use of literature in the subject of History of Culture and Arts, 11th year, was carried out within the scope of the conclusion of the Master in History Teaching in the 3rd Cycle of Basic Education and Secondary Education, supervised by Professor Doctor Miguel Monteiro. One of the most significant difficulties in Teaching is the art of arousing the students' interest, transmitting to them the necessary information, and, finally, helping them understand, criticize, and retain it. To do so, we resorted to an old formula that, We believe, still has the virtues of surprising, moving, holding attention, and increasing retention capacity, that is, literature. Throughout this report, we have shown that through literature, we can promote the understanding of historical concepts to be learned by students. With the strength of a narrative imbued with symbolic and imaginary density, students progressively build and restructure their mental schemes, deepening them and making them their own. That is, mimesis was abandoned, and poiesis was promoted. That is, we go beyond superficiality and promote depth and, with that, the capacity for attention and retention. By lifting the veil of human experience, a little, we aim to trigger new desires, questions, and perennial curiosity in the depths of our students. In the classes taught throughout the 2021/22 school year, an attempt was made to establish relationships between excerpts from contemporary works with the subject to be taught. The texts chosen were several, and their presentation to the students had as its primary objective to give life, depth, and emotion to the concepts listed in the manuals.
The present final report entitled The use of literature in the subject of History of Culture and Arts, 11th year, was carried out within the scope of the conclusion of the Master in History Teaching in the 3rd Cycle of Basic Education and Secondary Education, supervised by Professor Doctor Miguel Monteiro. One of the most significant difficulties in Teaching is the art of arousing the students' interest, transmitting to them the necessary information, and, finally, helping them understand, criticize, and retain it. To do so, we resorted to an old formula that, We believe, still has the virtues of surprising, moving, holding attention, and increasing retention capacity, that is, literature. Throughout this report, we have shown that through literature, we can promote the understanding of historical concepts to be learned by students. With the strength of a narrative imbued with symbolic and imaginary density, students progressively build and restructure their mental schemes, deepening them and making them their own. That is, mimesis was abandoned, and poiesis was promoted. That is, we go beyond superficiality and promote depth and, with that, the capacity for attention and retention. By lifting the veil of human experience, a little, we aim to trigger new desires, questions, and perennial curiosity in the depths of our students. In the classes taught throughout the 2021/22 school year, an attempt was made to establish relationships between excerpts from contemporary works with the subject to be taught. The texts chosen were several, and their presentation to the students had as its primary objective to give life, depth, and emotion to the concepts listed in the manuals.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de História no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
História da cultura História - Estudo e ensino Romantismo Relatórios da prática de ensino supervisionada - 2022