A carregar...
Publicação
História Viva: O Papel Das Fontes Históricas Na Formação De Competências E Valores No Processo De Ensino- Aprendizagem
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.67 MB | Adobe PDF |
Orientador(es)
Resumo(s)
O presente Relatório de Estágio reflete as práticas pedagógicas desenvolvidas ao longo do Estágio em Ensino da História, realizado no âmbito do Mestrado em Ensino da História no 3.º Ciclo do Ensino Básico e do Ensino Secundário, da Universidade dos Açores.
Este documento tem como primacial objetivo apresentar, analisar e refletir sobre as práticas pedagógicas adotadas durante o Estágio. Desta forma, é possível responder à grande questão orientadora deste Relatório: qual a relevância das fontes históricas na formação de competências e valores? Neste sentido, a partilha e a reflexão da prática educativa é essencial para um desenvolvimento continuo de estratégias pedagógico-didáticas que expressem a capacidade de pensar.
A escolha da temática deste Relatório de Estágio emerge de uma outra questão que acompanha um estudante e um professor de História durante o seu percurso académico e profissional: Qual a utilidade da História? Num mundo pautado pela constante mudança e por uma era dominada pelas novas tecnologias e pelo fervoroso capitalismo, torna-se premente refletir o lugar do ensino da História, analisando o seu rumo e as suas estratégias para que alunos se tornem cidadãos ativos, capazes de fomentar mudanças salutares para o desenvolvimento humano.
Seguindo as teorias pedagógicas de Ausubel (2003) e de Bruner (2017), os alunos ao envolverem-se e a tornarem-se protagonistas no processo de ensino-aprendizagem são capazes de desenvolver competências e valores, mostrando que as fontes históricas são forma de expressão de uma aprendizagem significativa.
Como forma de complemento a este estudo, foram realizados dois questionários sobre as perceções e práticas: um aos docentes que lecionavam História no 3.º Ciclo do Ensino Básico e no Ensino Secundário da Região Autónoma dos Açores (RAA), que obteve 31 respostas e um aos meus alunos (7.º, 9.º e 11.º anos de escolaridade), que obteve 33 respostas. Assim, todo o trabalho desenvolvido mostrou que a História e as respetivas fontes são essenciais para o desenvolvimento de cidadãos ativos, todavia, torna-se necessário, sempre que possível, adotar em aula estratégias pautadas por uma metodologia ativa, valorizando a versatilidade das fontes históricas.
ABSTRACT: This Internship Report reflects the pedagogical practices developed throughout the Internship in History Teaching, carried out within the scope of the Master's Degree in History Teaching in the 3rd Cycle of Basic Education and Secondary Education, at the University of the Azores. This document's primary objective is to present, analyze and reflect on the pedagogical practices adopted during the Internship. In this way, it is possible to answer the main guiding question of this Report: what is the relevance of historical sources in the formation of skills and values? In this sense, sharing and reflecting on educational practice is essential for the continuous development of pedagogical-didactic strategies that express the ability to think. The choice of theme for this Internship Report emerges from another question that accompanies a student and a History teacher during their academic and professional career: “What is the use of History?” In a world characterized by constant change and an era dominated by new technologies and fervent capitalism, it becomes urgent to reflect on the place of History teaching, analyzing its directions and strategies so that students become active citizens, capable of promoting change beneficial for human development. Following the pedagogical theories of Ausubel (2003) and Bruner (2017), when students become involved and become protagonists in the teaching-learning process, they are able to develop skills and values, showing that historical sources are a form of expression of meaningful learning, that is, essential for students. As a complement to this study, two questionnaires were carried out on perceptions and practices: one to teachers who taught History in the 3rd Cycle of Basic Education and in Secondary Education in the Autonomous Region of the Azores (ARA), which received 31 responses and one to my students (7th, 9th and 11th years of schooling), which received 33 responses. Thus, all the work developed showed that History and its respective sources are essential for the development of active citizens, however, it is necessary, whenever possible, to adopt strategies in class based on an active methodology, valuing the versatility of historical sources.
ABSTRACT: This Internship Report reflects the pedagogical practices developed throughout the Internship in History Teaching, carried out within the scope of the Master's Degree in History Teaching in the 3rd Cycle of Basic Education and Secondary Education, at the University of the Azores. This document's primary objective is to present, analyze and reflect on the pedagogical practices adopted during the Internship. In this way, it is possible to answer the main guiding question of this Report: what is the relevance of historical sources in the formation of skills and values? In this sense, sharing and reflecting on educational practice is essential for the continuous development of pedagogical-didactic strategies that express the ability to think. The choice of theme for this Internship Report emerges from another question that accompanies a student and a History teacher during their academic and professional career: “What is the use of History?” In a world characterized by constant change and an era dominated by new technologies and fervent capitalism, it becomes urgent to reflect on the place of History teaching, analyzing its directions and strategies so that students become active citizens, capable of promoting change beneficial for human development. Following the pedagogical theories of Ausubel (2003) and Bruner (2017), when students become involved and become protagonists in the teaching-learning process, they are able to develop skills and values, showing that historical sources are a form of expression of meaningful learning, that is, essential for students. As a complement to this study, two questionnaires were carried out on perceptions and practices: one to teachers who taught History in the 3rd Cycle of Basic Education and in Secondary Education in the Autonomous Region of the Azores (ARA), which received 31 responses and one to my students (7th, 9th and 11th years of schooling), which received 33 responses. Thus, all the work developed showed that History and its respective sources are essential for the development of active citizens, however, it is necessary, whenever possible, to adopt strategies in class based on an active methodology, valuing the versatility of historical sources.
Descrição
Dissertação de Mestrado, Ensino da História no 3.ºCiclo do Ensino Básico e no Ensino Secundário, 22 de abril de 2025, Universidade dos Açores.
Palavras-chave
Fontes Históricas Ensino da História Competências Valores 3.º Ciclo do Ensino Básico Ensino Secundário
Contexto Educativo
Citação
CARREIRO, Jacinta De Fátima Amaral. (2024). História Viva: O Papel Das Fontes Históricas Na Formação De Competências E Valores No Processo De Ensino-Aprendizagem. Ponta Delgada: Universidade dos Açores, 2024, 148 p. Dissertação de Mestrado em Ensino da História no 3.ºCiclo do Ensino Básico e no Ensino Secundário. Disponível em http://hdl.handle.net/10400.3/9001