Advisor(s)
Abstract(s)
A escola reflete preocupações transversais à sociedade, que envolvem
diferentes dimensões da educação para a cidadania, como por exemplo: direitos
humanos, igualdade, interculturalidade. Com todas as mudanças que se vão sentindo
na sociedade do século XXI, com um crescente mosaico intercultural, é de extrema
importância educar para a cidadania, refletindo criticamente, desmitificando
conceitos, não deixando que se criem estereótipos ou qualquer tipo de preconceito
ou discriminação. Importa que as crianças se tornem cidadãos ativos, participativos
e construam competências essenciais de formação cidadã. A educação para e na
cidadania constitui-se desta forma como um desafio para todos os sectores da
sociedade, e em particular para a escola que se assume como um espaço privilegiado
para a construção de práticas de cidadania. A presente comunicação surge no âmbito
da Prática de Ensino Supervisionada do Mestrado em Educação Pré-Escolar e Ensino
do 1.º Ciclo do Ensino Básico e o principal objetivo da investigação é entender como
abordar as questões de cidadania em contexto de 1.º Ciclo do Ensino Básico,
promovendo experiências de ensino e aprendizagem que considerem os pressupostos
da Estratégia Nacional de Educação para a Cidadania. O estudo é de cariz qualitativo
e desenvolveu-se com um grupo de 4.º ano de escolaridade, com vinte e cinco
crianças. Para a recolha de dados recorreu-se à observação direta, às notas de campo,
aos registos fotográficos e a grelhas de observação. A análise permitiu verificar que
a realização das atividades potencializou o conhecimento de novas culturas por parte
das crianças, permitindo aprender sobre o “outro” e respeitá-lo como cidadão pleno
de direitos, na sociedade e no mundo. Verificou-se também que as crianças passaram
a refletir mais sobre as próprias atitudes, a argumentar, a escutar e respeitar os pontos
de vista diferentes dos delas.
The school reflects transversal concerns to society, which involve different dimensions of education for citizenship, such as human rights, equality, interculturality. With all the changes that are being felt in 21st-century society, with a growing intercultural mosaic, it is of utmost importance to educate for citizenship, reflecting critically, demystifying concepts, not allowing stereotypes or any kind of prejudice or discrimination to be created. Children must become active, participatory citizens and build essential citizenship training skills. Education for and in citizenship is, therefore, a challenge for all sectors of society, particularly for schools, which are seen as a privileged space for the construction of citizenship practices. The present communication result from the context of the Supervised Teaching Practice of the Master in Pre-school Education and Primary School Teaching and the main objective of the research is to understand how to report the issues of citizenship in the context of Primary School, promoting teaching and learning experiences that consider the assumptions of the National Strategy for Citizenship Education. The study is qualitative and was developed with a group of twenty-five children in the 4th year of school. Data were collected through direct observation, field notes, photographic records, and observation grids. The analysis allowed us to verify that the carrying out of the activities enhanced the children's knowledge of new cultures, allowing them to learn about the 'other' and to respect him/her as a citizen with full rights in society and the world. It was also verified that the children started to reflect more on their attitudes, to argue, to listen, and to respect different points of view
The school reflects transversal concerns to society, which involve different dimensions of education for citizenship, such as human rights, equality, interculturality. With all the changes that are being felt in 21st-century society, with a growing intercultural mosaic, it is of utmost importance to educate for citizenship, reflecting critically, demystifying concepts, not allowing stereotypes or any kind of prejudice or discrimination to be created. Children must become active, participatory citizens and build essential citizenship training skills. Education for and in citizenship is, therefore, a challenge for all sectors of society, particularly for schools, which are seen as a privileged space for the construction of citizenship practices. The present communication result from the context of the Supervised Teaching Practice of the Master in Pre-school Education and Primary School Teaching and the main objective of the research is to understand how to report the issues of citizenship in the context of Primary School, promoting teaching and learning experiences that consider the assumptions of the National Strategy for Citizenship Education. The study is qualitative and was developed with a group of twenty-five children in the 4th year of school. Data were collected through direct observation, field notes, photographic records, and observation grids. The analysis allowed us to verify that the carrying out of the activities enhanced the children's knowledge of new cultures, allowing them to learn about the 'other' and to respect him/her as a citizen with full rights in society and the world. It was also verified that the children started to reflect more on their attitudes, to argue, to listen, and to respect different points of view
Description
Keywords
Cidadania Prática de ensino supervisionada
Citation
Ribeiro, Jéssica Teixeira; Freire-Ribeiro, Ilda (2021). A cidadania está na escola. In Carlos Teixeira; Vitor Gonçalves; Paula Odete Fernandes; Carla Sofia Araújo (Eds.) III Encontro Internacional de Língua Portuguesa e Relações Lusófonas: livro de resumos. Bragança
Publisher
Instituto Politécnico de Bragança