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Refletir e Investigar sobre A Construção do Pensamento Histórico no 1.º Ciclo do Ensino Básico: Um Estudo a partir da Narrativa O Cavaleiro da Dinamarca
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O presente relatório, elaborado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, organiza-se em duas dimensões complementares: a dimensão reflexiva e a dimensão investigativa.
A dimensão reflexiva apresenta uma análise crítica do percurso desenvolvido nas Práticas Pedagógicas Supervisionadas dos anos letivos de 2023-2024 e 2024-2025, evidenciando aprendizagens, desafios e decisões que contribuíram para o desenvolvimento de competências profissionais e para a consolidação de princípios orientadores da ação educativa.
A dimensão investigativa centra-se no estudo das potencialidades das narrativas no desenvolvimento do pensamento histórico em crianças do 1.º ano do 1.º Ciclo do Ensino Básico. Orientando-se pela questão: De que forma o recurso a jogos e atividades lúdicas pode contribuir para o desenvolvimento da noção de tempo, da sequencialização de acontecimentos e do vocabulário temporal em alunos do 1.º ano, a partir da obra O Cavaleiro da Dinamarca?
O estudo adota uma abordagem qualitativa, recorrendo à observação participante como principal técnica de recolha de dados, permitindo analisar práticas, interações e comportamentos no contexto natural da sala de aula
Constatou-se que a utilização de atividades lúdicas e narrativas contribuiu de forma positiva para a construção do pensamento histórico nas crianças, revelando-se recursos didático de grande valor pedagógico para a promoção de aprendizagens neste domínio disciplinar.
This report, prepared as part of the Master's Degree in Preschool Education and Primary Education, is organized into two complementary dimensions: the reflective dimension and the investigative dimension. The reflective dimension presents a critical analysis of the path developed in the Supervised Pedagogical Practices of the 2023-2024 and 2024-2025 school years, highlighting learning, challenges, and decisions that contributed to the development of professional skills and the consolidation of guiding principles for educational action. The investigative dimension focuses on the study of the potential of narratives in the development of historical thinking in children in the 1st year of the 1st Cycle of Basic Education. It is guided by the question: How can the use of games and playful activities contribute to the development of the notion of time, the sequencing of events, and temporal vocabulary in 1st-grade students, based on the work O Cavaleiro da Dinamarca (The Knight of Denmark)? The study adopts a qualitative approach, using participant observation as the main data collection technique, allowing for the analysis of practices, interactions, and behaviors in the natural context of the classroom. It was found that the use of playful activities and narratives contributed positively to the construction of historical thinking in children, proving to be teaching resources of great pedagogical value for promoting learning in this subject area.
This report, prepared as part of the Master's Degree in Preschool Education and Primary Education, is organized into two complementary dimensions: the reflective dimension and the investigative dimension. The reflective dimension presents a critical analysis of the path developed in the Supervised Pedagogical Practices of the 2023-2024 and 2024-2025 school years, highlighting learning, challenges, and decisions that contributed to the development of professional skills and the consolidation of guiding principles for educational action. The investigative dimension focuses on the study of the potential of narratives in the development of historical thinking in children in the 1st year of the 1st Cycle of Basic Education. It is guided by the question: How can the use of games and playful activities contribute to the development of the notion of time, the sequencing of events, and temporal vocabulary in 1st-grade students, based on the work O Cavaleiro da Dinamarca (The Knight of Denmark)? The study adopts a qualitative approach, using participant observation as the main data collection technique, allowing for the analysis of practices, interactions, and behaviors in the natural context of the classroom. It was found that the use of playful activities and narratives contributed positively to the construction of historical thinking in children, proving to be teaching resources of great pedagogical value for promoting learning in this subject area.
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Narrativas Pensamento Histórico Pensamento Lúdico Estudo do Meio Social 1.ºCEB Narratives Historical Thinking Playful Social Studies 1st Cycle of Basic Education