Abraç’arte: o trabalho colaborativo na formação de professores de geografia,com recurso à educação expressiva
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Data
2014
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Na escola actual os professores têm pela frente um duplo desafio: por um lado atrair os alunos para a escola e motivá-los perante as múltiplas ofertas exteriores disponíveis e, por outro, desenvolver a personalidade de cada aluno de forma holística. Tal implica trabalhar os conhecimentos científicos de cada disciplina, mas também valores éticos e estéticos, atitudes adequadas e aspectos como a comunicação, a criatividade, o espírito crítico ou a resolução de problemas, numa perspectiva integrada e significativa. Tendo por base o conhecimento empírico de quem ao longo dos últimos anos teve de responder a grupos de alunos muito desmotivados na disciplina de Geografia, mas sobretudo em áreas afins, tais como o Estudo Acompanhado, a Área de Projecto, a Formação Cívica, a Cidadania e Mundo Actual ou a Cidadania e Profissionalidade, a mestranda, baseando-se em orientações emanadas pelo Ministério, concebeu todo um conjunto estratégias e actividades, recolhendo materiais que reorganizou e utilizou enquanto recursos pedagógicos e como mediadores expressivos. Enquadrada por uma narrativa autobiográfica e por uma reflexão teórica que deriva da revisão da literatura, a presente dissertação parte do pressuposto de que promover a expressividade do aluno, recorrendo a diferentes manifestações artísticas, designadamente na aula de Geografia, contribui para uma educação cultural e geográfica do jovem de forma apelativa e para o desenvolvimento da sua capacitação para intervir responsavelmente, enquanto actor social, no mundo em que vivemos. Dadas as limitações de tempo e algumas contingências de caracter pessoal, propõe-se que a presente investigação se desenvolva a partir de uma Oficina de Formação direccionada para professores de Geografia, no sentido de colher dados, testar estratégias e materiais e numa perspectiva de investigação-acção, aprofundando o papel que a formação e a supervisão pedagógica podem assumir na reformulação das práticas em sala de aula.
In the present school, teachers have a double challenge ahead: on one hand, to attract students to school and to motivate them facing the multiple available external offers and, on the other hand, to develop the personality of each student in a holistic way. Such, requires labouring the scientific knowledge of each subject, but also aesthetic and ethical values, suitable attitudes and, aspects such as communication, creativity, critical nature or problem solving, in an integrated and significant perspective. Based on the empirical knowledge of whom, along the last years, had to answer to very unmotivated Geography student groups, but above all in similar areas, such as Accompanied Study, Project Area, Civics, Citizenship and Present World and Professionality, based on the Ministry guidance’s, the MA student conceived all a group of strategies and activities, collecting materials which has reorganized and used while pedagogical resources and expressive mediators. Framed by an autobiographical narrative and by a theory reflection that proceed from literature revision, the present dissertation assumes that encouraging the student expressivity, recurring to different artistic expressions, namely in the Geography class, contributes for a geographical and cultural education of the young in an appealing way and for the development of his capacity of responsibly intervene, as social actor, in the world we live in. Given to time limitations and some personal contingencies, one proposes to develop the investigation from a Formation Workshop geared towards Geography teachers, in order to gather data, to experiment strategies and materials and, in an methodological approach of action research, to deepen the role that formation and pedagogical supervision could assume in the reformulation of the practices in the class room.
In the present school, teachers have a double challenge ahead: on one hand, to attract students to school and to motivate them facing the multiple available external offers and, on the other hand, to develop the personality of each student in a holistic way. Such, requires labouring the scientific knowledge of each subject, but also aesthetic and ethical values, suitable attitudes and, aspects such as communication, creativity, critical nature or problem solving, in an integrated and significant perspective. Based on the empirical knowledge of whom, along the last years, had to answer to very unmotivated Geography student groups, but above all in similar areas, such as Accompanied Study, Project Area, Civics, Citizenship and Present World and Professionality, based on the Ministry guidance’s, the MA student conceived all a group of strategies and activities, collecting materials which has reorganized and used while pedagogical resources and expressive mediators. Framed by an autobiographical narrative and by a theory reflection that proceed from literature revision, the present dissertation assumes that encouraging the student expressivity, recurring to different artistic expressions, namely in the Geography class, contributes for a geographical and cultural education of the young in an appealing way and for the development of his capacity of responsibly intervene, as social actor, in the world we live in. Given to time limitations and some personal contingencies, one proposes to develop the investigation from a Formation Workshop geared towards Geography teachers, in order to gather data, to experiment strategies and materials and, in an methodological approach of action research, to deepen the role that formation and pedagogical supervision could assume in the reformulation of the practices in the class room.
Descrição
Orientação: Maria Eduarda Margarido Pires
Palavras-chave
EDUCAÇÃO, EDUCATION, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, ARTE, ART, SUPERVISÃO PEDAGÓGICA, PEDAGOGICAL SUPERVISION, ENSINO DE GEOGRAFIA, GEOGRAPHY TEACHING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES