A carregar...
Publicação
Dinâmicas internas das áreas urbanas : uma experiência didática na disciplina de Geografia do 11.º ano de escolaridade
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 10.87 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
No âmbito da unidade curricular de Iniciação à Prática Profissional III do Mestrado em Ensino de Geografia da Universidade de Lisboa, foi desenvolvido o presente relatório, que incide nas atividades realizadas na Escola Básica e Secundária de Salvaterra de Magos, incluindo a lecionação de aulas de Geografia A a uma turma do 11.º ano de escolaridade, entre outras atividades desenvolvidas na escola. As temáticas, “As áreas urbanas: dinâmicas internas” e “A rede urbana e as relações campo-cidade”, foram lecionadas em dez aulas, nas quais se abordou os principais problemas urbanos das cidades portuguesas e possíveis soluções para os mitigar. As atividades realizadas em sala de aula passaram pela recolha de ideias prévias, exploração de apresentações multimédia, conceitos e sites, análise de vídeos, mapas e gráficos, realização de uma ficha formativa, esquemas e quizzes, entre outras. As principais estratégias de aprendizagem cooperativa mobilizadas foram o trabalho em grupo e o debate. Ao longo das atividades desenvolvidas, os alunos foram avaliados formativa e sumativamente. A partir dos resultados obtidos, verificou-se que tiveram maior facilidade em compreender os conteúdos curriculares relacionados com a qualidade de vida urbana. Tal ficou espelhado na revisão da matéria de aulas anteriores e realização de esquemas e quizzes, em que os alunos identificaram dinâmicas e problemas urbanos das cidades portuguesas, bem como possíveis soluções para os mitigar. Comprovou-se a importância da educação geográfica na preparação dos jovens alunos para a compreensão dos problemas urbanos atuais e no desenvolvimento de conhecimentos e competências fundamentais, e que a gestão do tempo de aula e a adequação das questões colocadas à turma podem e devem ser melhoradas numa prática futura, assim como a relação professor-aluno ser o pilar essencial que molda todo o processo de aprendizagem.
As part of the Introduction to Professional Practice III course unit of the Master's Degree in Geography Teaching at the University of Lisbon, this report was developed, focusing on the activities carried out at the Salvaterra de Magos Elementary and Secondary School, including the teaching of Geography A lessons to an 11th-grade class, among other activities carried out at the school. The topics, “Urban areas: internal dynamics” and “The urban network and rural-urban relations”, were taught over ten classes, addressing the main urban problems of portuguese cities and possible solutions to mitigate them. The classroom activities involved collecting previous ideas, exploring multimedia presentations, concepts and websites, analysing videos, maps and graphs, carrying out a training sheet, diagrams and quizzes, among others. The main cooperative learning strategies mobilized were group work and debate. Throughout the activities, students were assessed both formatively and summatively. Based on the results obtained, it was observed that they had greater ease in understanding the curricular contents related to urban quality of life. This was reflected in the review of material from previous classes and the completion of diagrams and quizzes, in which students identified urban dynamics and problems in portuguese cities, as well as possible solutions to mitigate them. It was confirmed the importance of geographic education in preparing young students to understand current urban problems and in developing essential knowledge and skills, and that the classroom time management and the suitability of the questions posed to the class can and should be improved in future practice, as well as the teacher-student relationship being the essential pillar that shapes the entire learning process.
As part of the Introduction to Professional Practice III course unit of the Master's Degree in Geography Teaching at the University of Lisbon, this report was developed, focusing on the activities carried out at the Salvaterra de Magos Elementary and Secondary School, including the teaching of Geography A lessons to an 11th-grade class, among other activities carried out at the school. The topics, “Urban areas: internal dynamics” and “The urban network and rural-urban relations”, were taught over ten classes, addressing the main urban problems of portuguese cities and possible solutions to mitigate them. The classroom activities involved collecting previous ideas, exploring multimedia presentations, concepts and websites, analysing videos, maps and graphs, carrying out a training sheet, diagrams and quizzes, among others. The main cooperative learning strategies mobilized were group work and debate. Throughout the activities, students were assessed both formatively and summatively. Based on the results obtained, it was observed that they had greater ease in understanding the curricular contents related to urban quality of life. This was reflected in the review of material from previous classes and the completion of diagrams and quizzes, in which students identified urban dynamics and problems in portuguese cities, as well as possible solutions to mitigate them. It was confirmed the importance of geographic education in preparing young students to understand current urban problems and in developing essential knowledge and skills, and that the classroom time management and the suitability of the questions posed to the class can and should be improved in future practice, as well as the teacher-student relationship being the essential pillar that shapes the entire learning process.
Descrição
Palavras-chave
Geographic Education Cooperative Learning Urban Problems Group Work Debate Educação Geográfica Aprendizagem Cooperativa Problemas Urbanos Trabalho em Grupo Debate