Conceções de professores acerca das virtualidades do modelo de aulaoficina para a aprendizagem de alunos com necessidades educativas especiais, nas disciplinas de história e geografia
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2013
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Este estudo pretende contribuir para dar resposta às dificuldades que persistem
atualmente no sistema de ensino no que respeita aos alunos sinalizados como jovens
com Necessidades Educativas Especiais.
É também propósito desta investigação demonstrar, através de conceções de
professores atualmente no sistema de ensino, que um caminho possível para o sucesso escolar
destes alunos passa por um modelo de aula que esteja em contraponto com o modelo de aula
tradicional, expositivo. Pretende-se propor aos docentes quer da disciplina de História, quer
da disciplina de Geografia, que adotem um modelo de aula centrado na construção de
conhecimento pelos próprios alunos, os quais beneficiariam de um maior
acompanhamento por parte do professor, o qual faria da sua sala de aula uma oficina onde
este assumiria a figura de mestre e os alunos a figura dos artificies, os quais, através da
exploração de fontes documentais (históricas e geográficas) aprenderiam a construir os
seus quadros concetuais.
Em Portugal este modelo poderia ser vantajoso para as aprendizagens dos alunos ao
abrigo do Decreto-lei n.º 3/2008 de 7 de Janeiro, os quais precisam de um maior seguimento
do seu trabalho durante as aulas, a par das medidas de adaptação curricular que a lei, para
eles, já prevê.
The purpose of this study is to contribute to provide an answer to the current difficulties being faced by the education system concerning pupils flagged as young people with Special Educational Necessities. It is also a purpose of this research to demonstrate, through the conceptions of teachers, currently in the education system, that a possible way for scholar success of these pupils goes through a class model contrasting to the traditional class model, expository. It pretends to propose to teachers, whether of History subject, or Geography subject, that embrace a class model centered in the construction of knowledge by the pupils themselves, whom would benefit from a higher teacher support, who would make a workshop from his classroom where he would assume the figure of an expert and the pupils a figure of craftsmen, who, in their turn, through the exploration of documentary sources (historic and geographic), would learn to construct their conceptual panels. In Portugal, this model could be advantageous to the learning of pupils under the Decree Law 3/2008 of January 7 th , who need a higher following of their work during the classes, along with the measures of curricular adaptation already covered by the law to them.
The purpose of this study is to contribute to provide an answer to the current difficulties being faced by the education system concerning pupils flagged as young people with Special Educational Necessities. It is also a purpose of this research to demonstrate, through the conceptions of teachers, currently in the education system, that a possible way for scholar success of these pupils goes through a class model contrasting to the traditional class model, expository. It pretends to propose to teachers, whether of History subject, or Geography subject, that embrace a class model centered in the construction of knowledge by the pupils themselves, whom would benefit from a higher teacher support, who would make a workshop from his classroom where he would assume the figure of an expert and the pupils a figure of craftsmen, who, in their turn, through the exploration of documentary sources (historic and geographic), would learn to construct their conceptual panels. In Portugal, this model could be advantageous to the learning of pupils under the Decree Law 3/2008 of January 7 th , who need a higher following of their work during the classes, along with the measures of curricular adaptation already covered by the law to them.
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Orientação: José Duarte
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MESTRADO EM ENSINO DA HISTÓRIA E GEOGRAFIA NO 3º CICLO DO ENSINO BÁSICO E SECUNDÁRIO, EDUCAÇÃO, NECESSIDADES EDUCATIVAS ESPECIAIS, APRENDIZAGEM, EDUCATION, SPECIAL EDUCATIONAL NEEDS, LEARNING