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Práticas de diálogo na promoção da aprendizagem : caso de uma turma de 10º ano de Economia A
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O presente relatório da Prática de Ensino Supervisionada (PES) surge como trabalho final do Mestrado em Ensino de Economia e de Contabilidade do Instituto de Educação da Universidade de Lisboa, constituindo uma investigação sobre a minha prática desenvolvida no ano letivo 2023/2024, com uma turma de 10º ano de Ciências Socioeconómicas dos cursos Científico-Humanístico do Ensino Regular, na disciplina de Economia A, numa escola do distrito de Lisboa. A ideia de base para o desenvolvimento deste estudo foca-se na noção de pedagogia dialógica/diálogo a qual, além da orientação para uma educação emancipatória, sobretudo num contexto de multiculturalidade, contempla as ideias de diminuição da centralidade do professor/currículo, de um ensino focado no aluno, assim como da promoção de uma aprendizagem ativa e inclusiva que não vise só o conhecimento por assimilação, mas também o conhecimento através da reflexão e o desenvolvimento de pensamento crítico. Esta investigação sobre a PES questiona e visa compreender de que forma as práticas de diálogo promovem a aprendizagem numa turma do 10ºano de Economia A. A interrogação mais genérica serve de preâmbulo sobre a temática, mas é necessário avançar com as seguintes questões específicas: Como enquadrar as práticas de diálogo numa gestão flexível do currículo? De que forma as práticas de diálogo podem favorecer o processo de ensino-aprendizagem num contexto de multiculturalidade? Que influência pode ter a prática de ensino dialógica na promoção de pensamento crítico? Baseado nas aulas de observação e nas lecionadas, e tendo em consideração o nível elevado de participação da maioria dos alunos, espera-se concluir que o diálogo, os debates, as trocas de ideias, as interações, trabalhos de grupo colaborativos e método interrogativo/questionamento promovem a aprendizagem bem como o pensamento crítico.
This report on Supervised Teaching Practice (PES) emerges as the final work of the Master's degree in Teaching Economics and Accounting at the Institute of Education of the University of Lisbon, constituting an investigation into my practice developed in the academic year 2023/2024, with a 10th-year class of Socioeconomic Sciences of the Scientific-Humanistic courses of Regular Education, in the subject of Economics A, at a school in the district of Lisbon. The basic idea for the development of this study focuses on the notion of dialogic/dialogue pedagogy, which, in addition to the orientation towards an emancipatory education, contemplates the ideas of reducing the centrality of the teacher/curriculum, with teaching focused on the student, as well as the promotion of active and inclusive learning that does not only aim at knowledge through assimilation but also knowledge through reflection and development of critical thinking. This investigation into PES questions and aims to understand how dialogue practices promote learning in a 10th-year Economics A class. The more generic question serves as a preamble to the topic, but to move forward the following specific questions are necessary: How do we fit dialogue practices into flexible curriculum management? How can dialogue practices favor the teaching-learning process in a multicultural context? What influence can dialogic teaching practice have on promoting critical thinking? Based on the observation classes and those taught, and taking into account the high level of participation of the majority of the students, we expect to conclude that dialogue, debates, exchanges of ideas, interactions, collaborative group work, and the interrogative method /questioning promote learning as well as critical thinking.
This report on Supervised Teaching Practice (PES) emerges as the final work of the Master's degree in Teaching Economics and Accounting at the Institute of Education of the University of Lisbon, constituting an investigation into my practice developed in the academic year 2023/2024, with a 10th-year class of Socioeconomic Sciences of the Scientific-Humanistic courses of Regular Education, in the subject of Economics A, at a school in the district of Lisbon. The basic idea for the development of this study focuses on the notion of dialogic/dialogue pedagogy, which, in addition to the orientation towards an emancipatory education, contemplates the ideas of reducing the centrality of the teacher/curriculum, with teaching focused on the student, as well as the promotion of active and inclusive learning that does not only aim at knowledge through assimilation but also knowledge through reflection and development of critical thinking. This investigation into PES questions and aims to understand how dialogue practices promote learning in a 10th-year Economics A class. The more generic question serves as a preamble to the topic, but to move forward the following specific questions are necessary: How do we fit dialogue practices into flexible curriculum management? How can dialogue practices favor the teaching-learning process in a multicultural context? What influence can dialogic teaching practice have on promoting critical thinking? Based on the observation classes and those taught, and taking into account the high level of participation of the majority of the students, we expect to conclude that dialogue, debates, exchanges of ideas, interactions, collaborative group work, and the interrogative method /questioning promote learning as well as critical thinking.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Economia e de Contabilidade, 2024, Universidade de Lisboa. Instituto de Educação
Palavras-chave
Diálogo Multiculturalismo Aprendizagem Pensamento crítico Educação intercultural Relatórios da prática de ensino supervisionada - 2024