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As novas linguagens no ensino de História e Geografia de Portugal: o jogo como contributo para a consolidação das aprendizagens numa turma do 5.º ano
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O presente Relatório de Prática de Ensino Supervisionada foi elaborado no âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português, História e Geografia de Portugal no 2.º Ciclo do Ensino Básico, da Escola Superior de Educação e Ciências Sociais do Instituto Politécnico de Leiria, tendo como principal objetivo refletir criticamente sobre o percurso formativo desenvolvido em contextos do 1.º e do 2.º Ciclos do Ensino Básico, bem como apresentar um estudo investigativo realizado no domínio da História e Geografia de Portugal.
O relatório organiza-se em duas dimensões complementares: a dimensão reflexiva e a dimensão investigativa. A dimensão reflexiva contempla a análise crítica das experiências pedagógicas vivenciadas ao longo das diferentes práticas educativas, incidindo sobre a caracterização dos contextos educativos, os desafios pedagógicos enfrentados e as estratégias de ensino-aprendizagem adotadas. Esta análise evidencia o contributo do trabalho cooperativo, da utilização de recursos lúdicos, visuais e digitais e da gestão intencional do ambiente de sala de aula na construção de aprendizagens significativas, bem como no desenvolvimento da identidade profissional docente, refletindo uma evolução sustentada a nível pessoal e profissional.
A dimensão investigativa centra-se num estudo de caso desenvolvido numa turma do 5.º ano do 2.º Ciclo do Ensino Básico, tendo como objetivo analisar o contributo do jogo enquanto estratégia pedagógica para a consolidação das aprendizagens em História e Geografia de Portugal. Metodologicamente, o estudo assume uma natureza mista, com predominância qualitativa, articulando dados qualitativos e quantitativos recolhidos através de questionários, observação direta e minitestes. A implementação de diferentes jogos didáticos permitiu analisar o impacto desta estratégia ao nível da consolidação dos conhecimentos históricos, da participação e do envolvimento dos alunos.
A análise dos resultados evidencia que a utilização do jogo em contexto educativo constitui uma estratégia pedagógica eficaz para promover a consolidação das aprendizagens, favorecer a motivação e estimular a participação ativa dos alunos, ainda que implique desafios relacionados com a gestão do tempo e a adequação dos recursos ao contexto. O estudo reforça, assim, a relevância da integração intencional de estratégias lúdico-pedagógicas no ensino da História e Geografia de Portugal, contribuindo para a construção de práticas pedagógicas mais significativas, contextualizadas e centradas na participação ativa dos alunos.
This Supervised Teaching Practice Report was prepared as part of the Master's Degree in Teaching Primary Education and Portuguese, History and Geography of Portugal in the 2nd Cycle of Basic Education, at the School of Education and Social Sciences of the Polytechnic Institute of Leiria, with the main objective of critically reflecting on the training course developed in the contexts of the 1st and 2nd Cycles of Basic Education, as well as presenting a research study carried out in the field of History and Geography of Portugal. The report is organized into two complementary dimensions: the reflective dimension and the investigative dimension. The reflective dimension includes a critical analysis of the pedagogical experiences gained throughout the different educational practices, focusing on the characterization of the educational contexts, the pedagogical challenges faced, and the teaching-learning strategies adopted. This analysis highlights the contribution of cooperative work, the use of playful, visual, and digital resources, and the intentional management of the classroom environment in the construction of meaningful learning, as well as in the development of professional teaching identity, reflecting sustained personal and professional growth. The investigative dimension focuses on a case study developed in a 5th grade class of the 2nd Cycle of Basic Education, with the aim of analyzing the contribution of games as a pedagogical strategy for consolidating learning in Portuguese History and Geography. Methodologically, the study is mixed in nature, with a qualitative predominance, combining qualitative and quantitative data collected through questionnaires, direct observation, and mini-tests. The implementation of different educational games allowed us to analyze the impact of this strategy on the consolidation of historical knowledge and on student participation and engagement. The analysis of the results shows that the use of games in an educational context is an effective pedagogical strategy for promoting the consolidation of learning, fostering motivation, and stimulating active student participation, even though it involves challenges related to time management and the adequacy of resources to the context. The study thus reinforces the relevance of the intentional integration of playful-pedagogical strategies in the teaching of Portuguese History and Geography, contributing to the construction of more meaningful, contextualized pedagogical practices centered on the active participation of students.
This Supervised Teaching Practice Report was prepared as part of the Master's Degree in Teaching Primary Education and Portuguese, History and Geography of Portugal in the 2nd Cycle of Basic Education, at the School of Education and Social Sciences of the Polytechnic Institute of Leiria, with the main objective of critically reflecting on the training course developed in the contexts of the 1st and 2nd Cycles of Basic Education, as well as presenting a research study carried out in the field of History and Geography of Portugal. The report is organized into two complementary dimensions: the reflective dimension and the investigative dimension. The reflective dimension includes a critical analysis of the pedagogical experiences gained throughout the different educational practices, focusing on the characterization of the educational contexts, the pedagogical challenges faced, and the teaching-learning strategies adopted. This analysis highlights the contribution of cooperative work, the use of playful, visual, and digital resources, and the intentional management of the classroom environment in the construction of meaningful learning, as well as in the development of professional teaching identity, reflecting sustained personal and professional growth. The investigative dimension focuses on a case study developed in a 5th grade class of the 2nd Cycle of Basic Education, with the aim of analyzing the contribution of games as a pedagogical strategy for consolidating learning in Portuguese History and Geography. Methodologically, the study is mixed in nature, with a qualitative predominance, combining qualitative and quantitative data collected through questionnaires, direct observation, and mini-tests. The implementation of different educational games allowed us to analyze the impact of this strategy on the consolidation of historical knowledge and on student participation and engagement. The analysis of the results shows that the use of games in an educational context is an effective pedagogical strategy for promoting the consolidation of learning, fostering motivation, and stimulating active student participation, even though it involves challenges related to time management and the adequacy of resources to the context. The study thus reinforces the relevance of the intentional integration of playful-pedagogical strategies in the teaching of Portuguese History and Geography, contributing to the construction of more meaningful, contextualized pedagogical practices centered on the active participation of students.
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Ensino da História Ensino da Geografia 2.º Ciclo do Ensino Básico Consolidação das aprendizagens História de Portugal Jogo didático Geografia de Portugal Second Cycle of Basic Education