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Os conceitos no ensino da história contemporânea – Da hegemonia europeia à Revolução Russa de 1917
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O relatório intitulado Os conceitos no ensino da História Contemporânea – Da
Hegemonia Europeia à Revolução Russa de 1917 faz uma abordagem reflexivo
analítica à prática letiva supervisionada no corrente ano letivo de 2021/2022, na Escola
Básica Dr. º António Augusto Louro (Seixal).
O trabalho visou conceder um enfoque particular na aplicação de conceitos,
como estratégia assaz importante na aquisição, compreensão e consolidação dos
conteúdos, bem como, na construção de um discurso histórico rigoroso e científico.
Os conceitos lecionados, os previstos no programa e outros, ensinados pelo
docente, por vezes recorrendo a mapas concetuais, foram abordados pela sua atualidade
e interdisciplinaridade, evidenciando a imprescindibilidade da disciplina de História no
Ensino Básico.
A prática letiva supervisionada, na qual se insere a referida estratégia didática,
incidiu no Domínio: A Europa e o Mundo no Limiar do Século XX, nas seguintes
Subunidades: Hegemonia e declínio da influência europeia e a revolução russa de
1917, constituintes do Programa de 9.º Ano.
Na nossa prática letiva selecionamos como principal referência pedagógica, o
modelo da Aprendizagem Recetiva Significativa de David Ausubel, quer no ensino de
blocos mais longos dos conteúdos históricos, quer no ensino de conceitos. A construção
de mapas concetuais que permitiram a síntese hierarquizada e estruturada dos respetivos
conteúdos históricos abordados, respeitou os princípios de Ausubel para a programação
de conteúdos. O modelo de Aprendizagem Recetiva Significativa assentou
inevitavelmente no método expositivo com a interpelação aos alunos.
Para outras estratégicas didáticas nomeadamente, a resolução de exercícios, a
análise de documentos do manual e fontes literárias e para os trabalhos em grupo,
selecionamos o Ensino por Descoberta de Jerome Bruner como modelo pedagógico
auxiliar.
The report entitled – The concept in the teaching of Contemporary History – From European Hegemony to the Russian Revolution of 1917, makes an analytical reflective approach to Supervised Teaching Practice in the current academic year 2021/2022, at Basic School Dr. º António Augusto Louro (Seixal). The work aimed to give a particular focus on the application of concepts, as a very important strategy in the acquisition, understanding and consolidation of contents, as well as in the construction of a rigorous and scientific historical discourse. The concepts taught, those foreseen in the program and others, taught by the teacher, sometimes using concept maps, were approached due to their relevance and interdisciplinarity, evidencing the indispensability of the discipline of History in Basic Education. The supervised teaching practice, in which this didactic strategy is inserted, focused on the Domain Europe and the World at the Edge of the 20th Century, in the following Subunits: Hegemony and decline of European influence and the Russian revolution of 1917, constituents of the 9 th year. The supervised teaching practice, in which this didactic strategy is inserted, focused on the Domain: Europe and the World at the Edge of the 20th Century, in the following Subunits: Hegemony and decline of European influence and the Russian revolution of 1917, constituents of the Program of 9th Year. In our teaching practice, we selected as the main pedagogical reference, the model of Meaningful Receptive Learning of David Ausubel, both in teaching longer blocks of historical content and in teaching concepts. The construction of concept maps that allowed a hierarchical and structured synthesis of the respective historical contents addressed, respected Ausubel's principles for contents programming. The Significant Receptive Learning model was inevitably based on the expository method with the interpellation to students. For other didactic strategies, namely, solving exercises, analyzing manual documents and literary sources and for group work, we selected Jerome Bruner's Teaching of Discovery as an auxiliary pedagogical model.
The report entitled – The concept in the teaching of Contemporary History – From European Hegemony to the Russian Revolution of 1917, makes an analytical reflective approach to Supervised Teaching Practice in the current academic year 2021/2022, at Basic School Dr. º António Augusto Louro (Seixal). The work aimed to give a particular focus on the application of concepts, as a very important strategy in the acquisition, understanding and consolidation of contents, as well as in the construction of a rigorous and scientific historical discourse. The concepts taught, those foreseen in the program and others, taught by the teacher, sometimes using concept maps, were approached due to their relevance and interdisciplinarity, evidencing the indispensability of the discipline of History in Basic Education. The supervised teaching practice, in which this didactic strategy is inserted, focused on the Domain Europe and the World at the Edge of the 20th Century, in the following Subunits: Hegemony and decline of European influence and the Russian revolution of 1917, constituents of the 9 th year. The supervised teaching practice, in which this didactic strategy is inserted, focused on the Domain: Europe and the World at the Edge of the 20th Century, in the following Subunits: Hegemony and decline of European influence and the Russian revolution of 1917, constituents of the Program of 9th Year. In our teaching practice, we selected as the main pedagogical reference, the model of Meaningful Receptive Learning of David Ausubel, both in teaching longer blocks of historical content and in teaching concepts. The construction of concept maps that allowed a hierarchical and structured synthesis of the respective historical contents addressed, respected Ausubel's principles for contents programming. The Significant Receptive Learning model was inevitably based on the expository method with the interpellation to students. For other didactic strategies, namely, solving exercises, analyzing manual documents and literary sources and for group work, we selected Jerome Bruner's Teaching of Discovery as an auxiliary pedagogical model.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de História no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Mapas de conceitos História contemporânea Ensino-aprendizagem Modelos de ensino História - Estudo e ensino Relatórios da prática de ensino supervisionada - 2022