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Geografia, Transportes e Alterações Climáticas: uma experiência didática no 11.º ano de escolaridade
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Resumo(s)
Este relatório aborda a experiência nas aulas de estágio supervisionado, na
turma 11.º8 da Escola Secundária Rainha Dona Leonor. Na sequência letiva, foi
lecionada a Unidade 1 - “A diversidade de modos de transporte e a desigualdade
espacial das redes” do tema 4, “A população como se movimenta e comunica”.
Tentou-se diversificar as aulas, com duração de 90 minutos, com momentos mais
teóricos ou práticos. Ao encontro das Aprendizagens Essenciais, foram explorados
conceitos geográficos através de apresentações em gráficos, mapas e vídeos do
quotidiano, que se pretenderam dinâmicas. A aproximação da geografia com a
realidade fez com que os alunos refletissem e chegassem aos resultados
pretendidos.
Nos processos de ensino-aprendizagem centrados no/a aluno/a, aprimorar
competências tem- se tornado cada vez mais relevante para alcançar um
conhecimento significativo, especialmente na Educação Geográfica. Nesse sentido,
têm surgido novas abordagens, com a aplicação de estratégias em que, com a
vivência de momentos práticos, se tenta estimular o desenvolvimento de
competências. Nas atividades de ensino e aprendizagem, destaca-se a exploração
de plataformas tecnológicas e de gamificação, a saída de campo ao Museu da Carris
e o trabalho de grupo sobre a mobilidade e as alterações climáticas.
Ao longo da sequência letiva, a avaliação foi sumativa e formativa. Ao
analisarmos os resultados obtidos, percebemos que as atividades realizadas
tiveram um impacto positivo nas aprendizagens dos alunos, não apenas no que diz
respeito ao estudo dos transportes, mas também na sua ligação à problemáticas
das alterações climáticas.
The professional report aims to portray the experience which took place in the internship classes supervised by teacher Ana Isabel Mendes, from class 11.º8, at Secondary School Rainha Dona Leonor. During the respective sequence, theme 4 "The population as it moves and communicates" was addressed, more specifically Unit 1 - "The diversity of modes of transport and the spatial inequality of networks". All the 90 minutes classes were diversified, always having a combination of theoretical and practical moments. The adoption of a theoretical and practical strategy proved to be a viable option. In the theoretical part, were transmitted geographical concepts inherent to those contemplated in the essential learning, through dynamic presentations rich in graphics, cartographies, and videos. In the student cantered teaching-learning processes, improving skills has become increasingly relevant to achieve meaningful knowledge, especially in Geographic Education. In this sense, new approaches, techniques and resources have emerged, such as the application of practical strategies, in which experiencing practical moments is used to boost the development of content and skills. The teaching and learning activities carried out proved, once again, to be essential to achieve geographical learning. In this sense, the technological and gamification platforms stand out, such as the field trip to the Carris Museum and the group work on mobility and climate change. Throughout, the evaluation process had two aspects- summative and formative. By analysing the results, we realized that the activities carried out had a positive impact on the students´ learning, not only regarding the study of transports, but also in its connection to the problems of climate change.
The professional report aims to portray the experience which took place in the internship classes supervised by teacher Ana Isabel Mendes, from class 11.º8, at Secondary School Rainha Dona Leonor. During the respective sequence, theme 4 "The population as it moves and communicates" was addressed, more specifically Unit 1 - "The diversity of modes of transport and the spatial inequality of networks". All the 90 minutes classes were diversified, always having a combination of theoretical and practical moments. The adoption of a theoretical and practical strategy proved to be a viable option. In the theoretical part, were transmitted geographical concepts inherent to those contemplated in the essential learning, through dynamic presentations rich in graphics, cartographies, and videos. In the student cantered teaching-learning processes, improving skills has become increasingly relevant to achieve meaningful knowledge, especially in Geographic Education. In this sense, new approaches, techniques and resources have emerged, such as the application of practical strategies, in which experiencing practical moments is used to boost the development of content and skills. The teaching and learning activities carried out proved, once again, to be essential to achieve geographical learning. In this sense, the technological and gamification platforms stand out, such as the field trip to the Carris Museum and the group work on mobility and climate change. Throughout, the evaluation process had two aspects- summative and formative. By analysing the results, we realized that the activities carried out had a positive impact on the students´ learning, not only regarding the study of transports, but also in its connection to the problems of climate change.
Descrição
Palavras-chave
Aprendizagem ativa Educação Geográfica Transportes e Mobilidade Alterações Climáticas Iniciação à Prática Profissional