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As pescas em Portugal : oportunidades, debilidades e sustentabilidade. Uma abordagem didática em Geografia, 10ºano
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Este relatório, elaborado no âmbito da unidade curricular de Iniciação à Prática Profissional III, do 2.º ano do Mestrado em Ensino de Geografia, apresenta os resultados da prática de ensino supervisionada na Escola Secundária com 3.º Ciclo de Amora. Foi implementada uma sequência didática numa turma de 10.º ano de Geografia A, no âmbito do tema 'Recursos naturais de que a população dispõe: usos, limites e potencialidades', com especial enfoque nos 'Recursos Marítimos'. Procurou-se promover a aprendizagem, pelos alunos, da Política Comum das Pescas, o seu impacto no setor em Portugal e a relevância estratégica da economia do mar como motor da economia nacional, através de atividades didáticas mobilizadoras. As estratégias de ensino foram diversificadas, baseadas na mobilização dos conhecimentos prévios dos jovens, promovendo a construção ativa do saber, a comunicação e o trabalho colaborativo. Aplicaram-se fichas de trabalho, guiões de exploração e ferramentas digitais, verificando-se uma evolução positiva no empenho e desempenho dos alunos. Os resultados da sequência letiva revelaram que estes não só consolidaram a aprendizagem de conceitos fundamentais de Geografia como desenvolveram competências de análise crítica, comunicação e cooperação. De forma transversal, a turma valorizou a ligação entre os conteúdos escolares e os desafios reais do setor das pescas em Portugal, reconhecendo a pertinência do tema para compreender melhor os problemas da sustentabilidade do setor. Mas também existiram limitações na implementação da sequência letiva. A heterogeneidade da turma constituiu igualmente um desafio, exigindo do professor uma mediação constante entre alunos com maiores ou menores dificuldades de aprendizagem. Tal reforça a importância de o professor refletir continuamente sobre a sua prática e adaptar estratégias às condições da escola e da turma, numa perspetiva de melhoria contínua.
This report, prepared within the curricular unit of Initiation to Professional Practice III of the 2nd year of the Master’s Degree in Geography Teaching, presents the results of the supervised teaching practice carried out at Amora Secondary School with Lower and Upper Secondary Education. A didactic sequence was implemented in a 10th-grade Geography A class under the theme “Natural resources available to the population: uses, limits, and potentialities”, with a particular focus on Maritime Resources. The aim was to promote students’ understanding of the Common Fisheries Policy, its impact on the sector in Portugal, and the strategic relevance of the sea economy as a driving force of the national economy, through engaging and diversified learning activities. The teaching strategies adopted mobilised students’ prior knowledge and promoted active knowledge construction, communication, and collaborative work. Worksheets, exploration guides, and digital tools were applied, resulting in a positive evolution in student engagement and performance. The results of the teaching sequence revealed that students not only consolidated fundamental concepts in Geography but also developed critical analysis, communication, and cooperation skills. Overall, the class valued the connection between school content and real challenges faced by the fisheries sector in Portugal, recognising the relevance of the topic for a better understanding of sustainability issues in the sector. However, some limitations emerged during the implementation of the sequence. The heterogeneity of the class also represented a challenge, requiring the teacher to provide constant mediation between students with different learning needs. This reinforces the importance of continuous reflection on teaching practice and the adaptation of strategies to the specific conditions of the school and the class, following a perspective of ongoing improvement.
This report, prepared within the curricular unit of Initiation to Professional Practice III of the 2nd year of the Master’s Degree in Geography Teaching, presents the results of the supervised teaching practice carried out at Amora Secondary School with Lower and Upper Secondary Education. A didactic sequence was implemented in a 10th-grade Geography A class under the theme “Natural resources available to the population: uses, limits, and potentialities”, with a particular focus on Maritime Resources. The aim was to promote students’ understanding of the Common Fisheries Policy, its impact on the sector in Portugal, and the strategic relevance of the sea economy as a driving force of the national economy, through engaging and diversified learning activities. The teaching strategies adopted mobilised students’ prior knowledge and promoted active knowledge construction, communication, and collaborative work. Worksheets, exploration guides, and digital tools were applied, resulting in a positive evolution in student engagement and performance. The results of the teaching sequence revealed that students not only consolidated fundamental concepts in Geography but also developed critical analysis, communication, and cooperation skills. Overall, the class valued the connection between school content and real challenges faced by the fisheries sector in Portugal, recognising the relevance of the topic for a better understanding of sustainability issues in the sector. However, some limitations emerged during the implementation of the sequence. The heterogeneity of the class also represented a challenge, requiring the teacher to provide constant mediation between students with different learning needs. This reinforces the importance of continuous reflection on teaching practice and the adaptation of strategies to the specific conditions of the school and the class, following a perspective of ongoing improvement.
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Palavras-chave
Geography Common Fisheries Policy Exclusive Economic Zone (EEZ) Continental Shelf Catches Geografia Política Comum das Pescas Zona Económica Exclusiva (ZEE) Plataforma Continental Capturas