Loading...
Publication
Contrastes de desenvolvimento no 9º ano de escolaridade: estratégias de diferenciação pedagógica no ensino de Geografia
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 6.76 MB | Adobe PDF |
Abstract(s)
A Prática de Ensino Supervisionada a ser apresentada ao longo do presente relatório está enquadrada no Mestrado em Ensino da Geografia da Universidade de Lisboa e foi realizada na Escola Secundária Miguel Torga, pertencente à União de Freguesias de Massamá e Monte Abraão, com uma turma de 9.º ano de escolaridade, sob a orientação e avaliação de uma professora cooperante, pertencente à escola.
A sequência letiva a ser apresentada refere-se ao tema “Contrastes de Desenvolvimento” e teve como principal objetivo a aplicação de estratégias de diferenciação pedagógica, de forma a promover o sucesso de todos os alunos, centrando o ensino no aluno, em função dos seus interesses, perfil de aprendizagem e nível de preparação.
Tratando-se de uma turma heterogénea, de forma a que todos os alunos tivessem o acesso aos conteúdos e pudessem realizar, com sucesso, as atividades propostas, estas foram diferenciadas tendo em conta, não só o nível de preparação – as classificações dos alunos –, como também as necessidades individuais de cada um. Para isso, foram exploradas diversas plataformas digitais nas quais os alunos tiveram oportunidade de partilhar os trabalhos realizados. Foram ainda adotadas estratégias de ensino e aprendizagem como a exploração de vídeos, a realização de quizes em diversas plataformas, cartografia dos países na Internet, elaboração de cartazes de sensibilização. Com o intuito de promover o já mencionado sucesso escolar e a participação ativa e autónoma na construção dos próprios conhecimentos, foi dada a oportunidade de os alunos escolherem o método de trabalho preferencial, tendo em consideração as dificuldades do ensino à distância e da pandemia, no que diz respeito à realização de trabalhos de grupo, desde que fossem cumpridos os objetivos referenciados no programa.
A prática profissional apresentada neste relatório pretende apresentar uma sequência didática na qual foram preparadas estratégias de forma proativa, capazes de responder ao nível de preparação, aos interesses dos alunos e perfis de aprendizagem, diferenciando o conteúdo, o processo e o produto. Este processo pedagógico torna-se motivador, contribuindo, assim, para um crescimento profissional e pessoal, na medida em que foram adquiridas novas estratégias de ensino, sendo aplicada a diferenciação pedagógica, que será relevante para todo o processo profissional, como consequência das necessidades de cada aluno serem cada vez mais específicas.
The supervised teaching practices presented on this dissertation are part of the Geography Teaching Master of the University of Lisbon and were developed at Miguel Torga Secondary School, belonging União de Freguesias de Massamá e Monte Abraão, with a 9th grade class, under the guidance and evaluation of a cooperating teacher, belonging to the school. The teaching sequences to be presented refer to the theme “Development Contrasts” and had as the main objective the application of differentiation instruction strategies, to promote the success of all students, focusing the teaching on the student, according to their interests, learning profile and readiness. In order that all students had access to the contents and could successfully carry out the proposed activities, these were differentiated considering not only the level of preparation - the classifications of the students - but also the individual needs of each one. For this, several digital platforms were explored in which students had the opportunity to share the work done. Teaching and learning strategies were also adopted, such as exploring videos, conducting quizzes on various platforms, mapping countries on the Internet, and creating awareness posters. To promote the school success and active and autonomous participation in the construction of their own knowledge, students were given the opportunity to choose the preferred working method, considering the difficulties of distance learning and the pandemic, in regards group work, if the objectives referenced in the program are fulfilled. The professional practice presented in this report aims to present a didactic sequence in which strategies were proactively prepared, capable of responding to the level of preparation, the interests of students and learning profiles, differentiating the content, the process, and the product. This pedagogical process becomes motivating, thus contributing to a professional and personal growth, as new teaching strategies have been acquired, with pedagogical differentiation being applied, which will be relevant to the entire professional process, because of the needs of each student to be more and more specific.
The supervised teaching practices presented on this dissertation are part of the Geography Teaching Master of the University of Lisbon and were developed at Miguel Torga Secondary School, belonging União de Freguesias de Massamá e Monte Abraão, with a 9th grade class, under the guidance and evaluation of a cooperating teacher, belonging to the school. The teaching sequences to be presented refer to the theme “Development Contrasts” and had as the main objective the application of differentiation instruction strategies, to promote the success of all students, focusing the teaching on the student, according to their interests, learning profile and readiness. In order that all students had access to the contents and could successfully carry out the proposed activities, these were differentiated considering not only the level of preparation - the classifications of the students - but also the individual needs of each one. For this, several digital platforms were explored in which students had the opportunity to share the work done. Teaching and learning strategies were also adopted, such as exploring videos, conducting quizzes on various platforms, mapping countries on the Internet, and creating awareness posters. To promote the school success and active and autonomous participation in the construction of their own knowledge, students were given the opportunity to choose the preferred working method, considering the difficulties of distance learning and the pandemic, in regards group work, if the objectives referenced in the program are fulfilled. The professional practice presented in this report aims to present a didactic sequence in which strategies were proactively prepared, capable of responding to the level of preparation, the interests of students and learning profiles, differentiating the content, the process, and the product. This pedagogical process becomes motivating, thus contributing to a professional and personal growth, as new teaching strategies have been acquired, with pedagogical differentiation being applied, which will be relevant to the entire professional process, because of the needs of each student to be more and more specific.
Description
Keywords
Geografia Contrastes de Desenvolvimento Diferenciação pedagógica Educação Inclusiva Inclusão