Estratégias metacognitivas no ensino e aprendizagem da história e da geografia: uma proposta de intervenção numa turma do 8º e 9º ano de escolaridade
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2013
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A investigação-ação desenvolvida visa apresentar as estratégias metacognitivas
aplicadas em contexto de ensino, durante o estágio pedagógico numa turma de História de 9º
ano e de Geografia de 8º ano, do ensino básico. Almeja-se perceber se as estratégias utilizadas
contribuem para uma maior autonomia do aluno na sua relação com o saber. O contexto
educativo de forma geral, e em particular a sala de aula, são espaços de eleição para o
estreitamento de relações entre professor/aluno, e assumem um papel de destaque no sucesso
educativo. Implementar estratégias metacognitivas pressupõe alterar os métodos de trabalho
de cada professor, adotando uma cultura que valorize os processos de aprendizagem e dando
particular atenção às dificuldades sentidas pelos alunos. Desta forma, elegeu-se como questão
de partida: «Em que medida o uso de estratégias metacognitivas nas disciplinas de História e
Geografia são promotoras de mudanças no processo de aprendizagem dos alunos?» De
acordo com as finalidades desta investigação, para a resposta a esta questão englobam-se
fases importantes do processo metodológico seguido, nomeadamente a fase inicial da
observação, a fase de aplicação dos instrumentos metacognitivos e a fase de análise dos
questionários metacognitivos recolhidos. Teve-se como objetivos compreender e interpretar,
através da análise de conteúdo, as respostas dadas pelos alunos ao questionário metacognitivo,
de forma a perceber o sentido e o valor da utilização de estratégias metacognitivas. Através da
análise e interpretação das perguntas dos questionários feitos aos alunos, para as duas
disciplinas, é possível concluir que a estratégia utilizada na disciplina de História alcançou um
balanço positivo, bem como na disciplina de Geografia.
The investigation–action aims to present developed metacognitive strategies applied in the context of education, during teaching practice in a class of 9th grade History and 8th grade Geography of Basic Education. It is our purpose to understand if the strategies used contribute to greater student autonomy in its relationship with knowledge. The educational context in general, and particularly in the classroom, are ideal spaces for the creation of solid relationships between teacher and student, and assume a prominent role in educational success. The implementation of metacognitive strategies involves changing the working methods of each teacher in order to adopt a culture that values the learning processes, with particular attention to the difficulties experienced by students. Thus, for this study we used this starting question: «To what extent the use of metacognitive strategies in the disciplines of History and Geography promotes changes in the students' learning process?» In accordance with the purposes of this investigation, the answer to this question required several important stages of the methodological process, including the initial stage of observation, the implementation of metacognitive tools and the analysis of the collected metacognitive questionnaires. Our main objective was to understand and interpret, through content analysis, the answers given by the students to the metacognitive questionnaires, with the purpose of comprehending the meaning and value of the use of metacognitive strategies. Through the analysis and interpretation of the answers given by the students, it was possible to conclude that the strategy used in both disciplines of History and Geography achieved positive results.
The investigation–action aims to present developed metacognitive strategies applied in the context of education, during teaching practice in a class of 9th grade History and 8th grade Geography of Basic Education. It is our purpose to understand if the strategies used contribute to greater student autonomy in its relationship with knowledge. The educational context in general, and particularly in the classroom, are ideal spaces for the creation of solid relationships between teacher and student, and assume a prominent role in educational success. The implementation of metacognitive strategies involves changing the working methods of each teacher in order to adopt a culture that values the learning processes, with particular attention to the difficulties experienced by students. Thus, for this study we used this starting question: «To what extent the use of metacognitive strategies in the disciplines of History and Geography promotes changes in the students' learning process?» In accordance with the purposes of this investigation, the answer to this question required several important stages of the methodological process, including the initial stage of observation, the implementation of metacognitive tools and the analysis of the collected metacognitive questionnaires. Our main objective was to understand and interpret, through content analysis, the answers given by the students to the metacognitive questionnaires, with the purpose of comprehending the meaning and value of the use of metacognitive strategies. Through the analysis and interpretation of the answers given by the students, it was possible to conclude that the strategy used in both disciplines of History and Geography achieved positive results.
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Orientação: Fernanda Maria Veiga Gomes
Palavras-chave
EDUCAÇÃO, ENSINO DA HISTÓRIA, ENSINO DA GEOGRAFIA, ESTRATÉGIAS DE APRENDIZAGEM, METACOGNIÇÃO, AUTONOMIA EDUCACIONAL, EDUCATION, HISTORY TEACHING, GEOGRAPHY TEACHING, LEARNING STRATEGIES, METACOGNITION, EDUCATIONAL AUTONOMY, MESTRADO EM ENSINO DA HISTÓRIA E GEOGRAFIA NO 3º CICLO DO ENSINO BÁSICO E SECUNDÁRIO