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Os recursos hídricos e marítimos na Geografia escolar: potencialidades, constrangimentos e formas de gestão
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Abstract(s)
O relatório descreve a sequência didática de atividades planificadas no âmbito da prática
letiva supervisionada, enquadrada na Unidade Curricular de Iniciação à Prática Profissional III
do programa de formação do curso de Mestrado em Ensino de Geografia no 3.º Ciclo do Ensino
Básico e no Ensino Secundário. Desta forma, este relatório incide sobre o trabalho realizado na
disciplina de Geografia A, numa turma do 10º ano da Escola Secundária Maria Amália Vaz de
Carvalho, trabalho esse condicionado pela pandemia associada à COVID-19.
Inserida na temática Os recursos naturais de que a população dispõe: usos, limites e
potencialidades, a prática letiva foi concebida combinando metodologias de ensinoaprendizagem
próprias das escolas transmissiva e construtivista, que teve como principal
objetivo a resposta às questões: Que problemas afetam os recursos hídricos e marítimos? Que
medidas existem para a gestão sustentável destes recursos, tendo em vista uma melhoria da
qualidade de vida da população?
Com esta sequência didática, pretende-se que os alunos identifiquem e reflitam sobre os
problemas inerentes à qualidade e à quantidade de água para consumo humano, bem como
sobre as repercussões da escassez dos recursos piscícolas na economia portuguesa e as medidas
que podem ser colocadas em prática para colmatar estes e outros constrangimentos relacionados
com os recursos hídricos e marítimos. Nesta intervenção letiva, os mapas conceptuais são
utilizados para que os alunos compreendam e estruturem a informação que lhes é transmitida,
hierarquizando conceitos. Estes são: Água Subterrânea, Água Superficial, Albufeira, Aquífero,
Barragem, Caudal, Efluente, Eutrofização, Plano de Ordenamento das Albufeiras, Plano de
Ordenamento das Bacias Hidrográficas, Precipitação Atmosférica, Recurso Hídrico,
Salinização, Aquicultura, Energia das Marés, Energia Eólica, Maré Negra, Plano de
Ordenamento da Orla Costeira, Plataforma Continental, Praia, Tipos de Pesca, Upwelling, Zona
Contígua e Zona Económica Exclusiva. A sequência didática culmina com a resolução de um
teste sumativo, tendo também em conta o que se aprendeu na visita de estudo.
A análise realizada sobre a lecionação das aulas síncrona e assíncronas assentou
essencialmente em aspetos descritivos e qualitativos. A informação recolhida permite
comprovar que a participação/motivação dos alunos nas sessões online era menor que a
existente nas sessões presenciais. No entanto, os discentes que já demonstravam ter bastante
interesse continuaram a ter no regime à distância, enquanto os alunos que demonstravam
desinteresse e níveis de participação praticamente nulos continuaram a ter o mesmo
comportamento. Nas atividades das aulas assíncronas, a turma, uma vez mais, evidenciou ser heterógena, com notas muito díspares, e com dificuldades nesta disciplina, tal como já tinha
demonstrado no ano transacto
The report describes the didactic sequence of planned activities within the scope of supervised teaching practice, within the Curricular Unit of Initiation to the Professional Practice III of the training program of the Master's course of Geography Teaching in the 3rd Cycle of Teaching Basic and Secondary Education. This report focuses on the work carried out in the discipline of Geography A, in 10th grade class of the Maria Amália Vaz de Carvalho Secondary School, was conditioned by the pandemic associated to COVID-19. Inserted in the theme The natural resources available to the population: uses, limits and potential, the teaching practice was designed combining teaching-learning methodologies typical of the transmissive and constructive schools, whose main objective was to answer the questions: What problems affect water and maritime resources? What measures exist for the sustainable management of these resources, aiming to improve the quality of life of the population? With this didactic sequence, it is intended that students identify and reflect on the problems associated to the quality and quantity of water for human consumption, as well as on the repercussions of scarcity of fish resources in the Portuguese economy and the measures that can be put in practice to improve these and other constraints related to water and maritime resources. In this teaching intervention, concept maps are used to allow students to understand and structure the information transmitted to them, by hierarchizing concepts. These are: Groundwater, Surface Water, Reservoir, Aquifer, Dam, Flow, Effluent, Eutrophication, Reservoir Management Plan, Hydrographic Basin Management Plan, Atmospheric Precipitation, Water Resource, Salinization, Aquaculture, Tidal Energy, Wind Energy, Black Tide, Coastal Spatial Planning Plan, Continental Shelf, Beach, Types of Fishing, Upwelling, Contiguous Zone and Exclusive Economic Zone. The didactic sequence culminates in the resolution of a summative test, considering what was learned during the study visit. The analysis carried out on the teaching of synchronous and asynchronous classes was based essentially on descriptive and qualitative aspects. The information collected allows us to prove that the participation/motivation of students in online sessions was lower than that existing in face-to-face sessions. However, students who already showed a lot of interest continued to have in distance learning, while students who showed disinterest and virtually no participation levels continued to behave the same. In the activities of asynchronous classes, the class, once again, showed itself to be heterogeneous, with very different grades, and with difficulties in this discipline, as it had already demonstrated last year.
The report describes the didactic sequence of planned activities within the scope of supervised teaching practice, within the Curricular Unit of Initiation to the Professional Practice III of the training program of the Master's course of Geography Teaching in the 3rd Cycle of Teaching Basic and Secondary Education. This report focuses on the work carried out in the discipline of Geography A, in 10th grade class of the Maria Amália Vaz de Carvalho Secondary School, was conditioned by the pandemic associated to COVID-19. Inserted in the theme The natural resources available to the population: uses, limits and potential, the teaching practice was designed combining teaching-learning methodologies typical of the transmissive and constructive schools, whose main objective was to answer the questions: What problems affect water and maritime resources? What measures exist for the sustainable management of these resources, aiming to improve the quality of life of the population? With this didactic sequence, it is intended that students identify and reflect on the problems associated to the quality and quantity of water for human consumption, as well as on the repercussions of scarcity of fish resources in the Portuguese economy and the measures that can be put in practice to improve these and other constraints related to water and maritime resources. In this teaching intervention, concept maps are used to allow students to understand and structure the information transmitted to them, by hierarchizing concepts. These are: Groundwater, Surface Water, Reservoir, Aquifer, Dam, Flow, Effluent, Eutrophication, Reservoir Management Plan, Hydrographic Basin Management Plan, Atmospheric Precipitation, Water Resource, Salinization, Aquaculture, Tidal Energy, Wind Energy, Black Tide, Coastal Spatial Planning Plan, Continental Shelf, Beach, Types of Fishing, Upwelling, Contiguous Zone and Exclusive Economic Zone. The didactic sequence culminates in the resolution of a summative test, considering what was learned during the study visit. The analysis carried out on the teaching of synchronous and asynchronous classes was based essentially on descriptive and qualitative aspects. The information collected allows us to prove that the participation/motivation of students in online sessions was lower than that existing in face-to-face sessions. However, students who already showed a lot of interest continued to have in distance learning, while students who showed disinterest and virtually no participation levels continued to behave the same. In the activities of asynchronous classes, the class, once again, showed itself to be heterogeneous, with very different grades, and with difficulties in this discipline, as it had already demonstrated last year.
Description
Keywords
Recursos Hídricos Recursos Marítimos Escola Transmissiva Escola Construtiva Mapa Conceptual