Os manuais escolares de história e de geografia do secundário face ao desafio das tecnologias na educação
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2013
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No modelo educativo atualmente vigente verifica-se o confronto das mais variadas metodologias de ensino e de uma diversidade de recursos didáticos, o que implica diferentes regras e novas condutas pedagógicas nas salas de aulas, bem como mudanças nos espaços físicos e nos equipamentos didáticos das escolas. Professores e alunos estão no mesmo barco, navegando em prol do ensino e da aprendizagem, mas em que os primeiros têm o leme na orientação e condução dos destinos/rotas futuras dos segundos. Contudo, os alunos devem realizar uma aprendizagem significativa de conhecimentos e adquirir competências para a vida, na procura da sua vocação profissional e na preparação para o pleno exercício da cidadania. Nos dias de hoje, os recursos didáticos disponíveis são diversos e com diferentes objetivos pedagógicos. Os manuais escolares continuam a ser o recurso pedagógico por excelência mas na atual aldeia global colocam-se outras possibilidades ao alcance de todos os intervenientes no sistema de ensino. As TIC, Tecnologias de Informação e Comunicação, proporcionam um maior alcance na pesquisa de informações e na aquisição de conhecimentos, que incidem muito para além do espaço escolar e da sala de aula. Serão essas tecnologias fiáveis e utilizadas significativamente no ensino e na aprendizagem das disciplinas de história e de geografia? Ou são meras ferramentas de busca de «informações na hora»? No presente estudo procurou-se conhecer como os professores e os alunos, do 10º e do 11º anos, das disciplinas de história e de geografia, veem estes recursos, como e quando os utilizam, e em que circunstâncias os podem dispensar. Estas são as grandes questões que vão ser respondidas através da análise e da interpretação de questionários, que sustentam a base empírica para a discussão e para a obtenção de resultados concretos e significativos da presente investigação, sem esquecer o valor para a continuação de futuros estudos dentro desta temática.
In the educational model currently prevailing there is the confrontation of the most varied teaching methodologies and a wide range of educational resources, which implies different rules and new pedagogical ducts in the classrooms, as well as changes in physical spaces and teaching equipment of schools. Teachers and students are in the same boat, sailing in support of teaching and learning, but in which the first have the rudder in the orientation and conduct of future destinations/routes of seconds. However, students must carry out a meaningful learning of knowledge and acquire skills for life, in pursuit of their professional vocation and in preparation for the full exercise of citizenship. These days, the teaching resources available are diverse and with different teaching goals. The textbooks remain the pedagogical resource par excellence but in the current global village are other possibilities within the reach of all actors in the education system. ICT, Information and Communication Technologies, provide a greater range of information and research on the acquisition of knowledge, which focus far beyond the school space and the classroom. Are these reliable technologies and significantly used in teaching and learning the disciplines of history and geography? Or are mere search tools of «information»? In the present study sought to know how teachers and students, of the 10th and 11th years, the disciplines of history and geography, see these resources, how and when to use them, and under what circumstances the may release. These are the big questions that will be answered through the analysis and interpretation of questionnaires, and supporting the empirical basis for discussion and to obtain concrete results and significant of this investigation, without forgetting the value for the continuation of future studies within this theme.
In the educational model currently prevailing there is the confrontation of the most varied teaching methodologies and a wide range of educational resources, which implies different rules and new pedagogical ducts in the classrooms, as well as changes in physical spaces and teaching equipment of schools. Teachers and students are in the same boat, sailing in support of teaching and learning, but in which the first have the rudder in the orientation and conduct of future destinations/routes of seconds. However, students must carry out a meaningful learning of knowledge and acquire skills for life, in pursuit of their professional vocation and in preparation for the full exercise of citizenship. These days, the teaching resources available are diverse and with different teaching goals. The textbooks remain the pedagogical resource par excellence but in the current global village are other possibilities within the reach of all actors in the education system. ICT, Information and Communication Technologies, provide a greater range of information and research on the acquisition of knowledge, which focus far beyond the school space and the classroom. Are these reliable technologies and significantly used in teaching and learning the disciplines of history and geography? Or are mere search tools of «information»? In the present study sought to know how teachers and students, of the 10th and 11th years, the disciplines of history and geography, see these resources, how and when to use them, and under what circumstances the may release. These are the big questions that will be answered through the analysis and interpretation of questionnaires, and supporting the empirical basis for discussion and to obtain concrete results and significant of this investigation, without forgetting the value for the continuation of future studies within this theme.
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Orientação: Fernanda Maria Veiga Gomes
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EDUCAÇÃO, MANUAIS ESCOLARES, INTERNET, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, ENSINO, EDUCATION, TEACHING, TEXTBOOKS, INTERNET, INFORMATION AND COMMUNICATION TECHNOLOGIES, HISTORY, GEOGRAPHY, MESTRADO EM ENSINO DA HISTÓRIA E GEOGRAFIA NO 3º CICLO DO ENSINO BÁSICO E SECUNDÁRIO, HISTÓRIA, GEOGRAFIA