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Prática de Ensino Supervisionada – Construção do pensamento histórico através da literatura para a infância
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Abstract(s)
O presente relatório insere-se no âmbito da Prática de Ensino Supervisionada (PES) desenvolvida no contexto do Mestrado em Ensino do 1.º e 2.º Ciclos do Ensino Básico, e resulta de um estudo de natureza qualitativa, alicerçado numa metodologia de investigação-ação. O estudo, intitulado “A construção do pensamento histórico através da literatura para a infância”, teve como propósito compreender e analisar de que forma a literatura para a infância pode constituir-se como um recurso pedagógico potenciador do pensamento histórico e do pensamento crítico nas crianças do Ensino Básico.
A pertinência deste estudo emerge da necessidade de repensar o ensino da História nos primeiros níveis de escolaridade, de modo para além da simples transmissão de factos e datas, orientando-se antes para o desenvolvimento da consciência histórica, da interpretação do passado e da compreensão temporal. Nesta perspetiva, a literatura para a infância assume um papel mediador e formativo essencial, permitindo às crianças aceder a diferentes realidades históricas e culturais através de narrativas que despertam imaginação, empatia e sensibilidade histórica.
Atendendo aos princípios orientadores expressos nas Aprendizagens Essenciais do 1.º e 2.º Ciclos do Ensino Básico, reconhece-se que a integração da literatura na área da História e Geografia de Portugal contribui para uma aprendizagem mais interdisciplinar, reflexiva e significativa. Assim, o estudo assentou no desenvolvimento e implementação de práticas pedagógicas ativas, em que a leitura e a exploração de textos literários constituíram o ponto de partida para a construção de saberes e competências de natureza histórica.
A investigação decorreu em dois contextos distintos: no 1.º Ciclo do Ensino Básico, com uma turma de 20 crianças do 4.º ano, e no 2.º Ciclo do Ensino Básico, com duas turmas do 6.º ano, uma da disciplina de História e Geografia de Portugal (17 crianças) e outra da disciplina de Português (20 crianças).
Os objetivos que orientaram o estudo foram: (i)relacionar a literatura para a infância com os conteúdos curriculares de História e Geografia de Portugal; (ii)estimular o desenvolvimento do pensamento histórico através da literatura para a infância; (iii)recolher e analisar dados sobre a eficácia da utilização da literatura para a infância na construção do pensamento histórico em alunos do 1.º e 2.º Ciclos e (iv) identificar padrões e tendências que evidenciem o impacto da literatura para a infância na promoção do pensamento histórico e crítico.
A recolha de dados baseou-se na observação direta e participante, recorrendo a diferentes instrumentos e técnicas, tais como notas de campo, registos fotográficos, produções das crianças, documentos elaborados no âmbito das atividades e questionários aplicados aos participantes. Estes dados permitiram uma análise interpretativa das práticas e dos resultados obtidos, em consonância com a natureza cíclica e reflexiva da metodologia de investigação-ação.
Em termos estruturais, este relatório organiza-se em três partes principais. Na primeira parte, apresenta-se o enquadramento teórico e conceptual da investigação, destacando-se a relevância da literatura para a infância como mediadora na aprendizagem histórica e o papel do pensamento histórico no desenvolvimento cognitivo das crianças. A segunda parte descreve o processo metodológico, explicitando as opções pedagógicas, os contextos educativos, os instrumentos de recolha de dados e os procedimentos de análise. Por fim, na terceira parte, procede-se à análise e reflexão crítica dos resultados obtidos, evidenciando-se as implicações pedagógicas da utilização da literatura para a infância como recurso promotor de aprendizagens significativas e do pensamento histórico.
This report is part of the Supervised Teaching Practice (PES) developed in the context of the master’s degree in Teaching the 1st and 2nd Cycles of Basic Education and is the result of a qualitative study based on an action research method. The study, entitled “The construction of historical thinking through children's literature,” aimed to understand and analyze how children's literature can be used as a pedagogical resource to enhance historical thinking and critical thinking in elementary school children. The relevance of this study stems from the need to rethink the teaching of history in the early years of schooling, to go beyond the simple transmission of facts and dates, focusing instead on the development of historical awareness, interpretation of the past, and temporal understanding. From this perspective, children's literature plays an essential mediating and formative role, allowing children to access different historical and cultural realities through narratives that spark imagination, empathy, and historical sensitivity. In view of the guiding principles expressed in the Essential Learning Outcomes for the 1st and 2nd Cycles of Basic Education, it is recognized that the integration of literature into the area of Portuguese History and Geography contributes to more interdisciplinary, reflective, and meaningful learning. Thus, the study was based on the development and implementation of active pedagogical practices, in which reading and exploring literary texts were the starting point for building historical knowledge and skills. The research took place in two different contexts: in the 1st Cycle of Basic Education, with a class of 20 children in the 4th grade, and in the 2nd Cycle of Basic Education, with two classes in the 6th grade, one in the subject of Portuguese History and Geography (17 students) and the other in the subject of Portuguese (20 students). The objectives that guided the study were: (i) to relate children's literature to the curriculum content of Portuguese History and Geography; (ii) to stimulate the development of historical thinking through children's literature; (iii) to collect and analyze data on the effectiveness of using children's literature in the construction of historical thinking in 1st and 2nd Cycle students; and (iv) to identify patterns and trends that demonstrate the impact of children's literature in promoting historical and critical thinking. Data collection was based on direct and participant observation, using different instruments and techniques, such as field notes, photographic records, children's productions, documents produced during the activities, and questionnaires administered to participants. These data allowed for an interpretive analysis of the practices and results obtained, in line with the cyclical and reflective nature of the action research method. In structural terms, this report is organized into three main parts. The first part presents the theoretical and conceptual framework of the research, highlighting the relevance of children's literature as a mediator in historical learning and the role of historical thinking in children's cognitive development. The second part describes the methodological process, explaining the pedagogical choices, educational contexts, data collection instruments, and analysis procedures. Finally, the third part analyzes and critically reflects on the results obtained, highlighting the pedagogical implications of using children's literature as a resource for promoting meaningful learning and historical thinking.
This report is part of the Supervised Teaching Practice (PES) developed in the context of the master’s degree in Teaching the 1st and 2nd Cycles of Basic Education and is the result of a qualitative study based on an action research method. The study, entitled “The construction of historical thinking through children's literature,” aimed to understand and analyze how children's literature can be used as a pedagogical resource to enhance historical thinking and critical thinking in elementary school children. The relevance of this study stems from the need to rethink the teaching of history in the early years of schooling, to go beyond the simple transmission of facts and dates, focusing instead on the development of historical awareness, interpretation of the past, and temporal understanding. From this perspective, children's literature plays an essential mediating and formative role, allowing children to access different historical and cultural realities through narratives that spark imagination, empathy, and historical sensitivity. In view of the guiding principles expressed in the Essential Learning Outcomes for the 1st and 2nd Cycles of Basic Education, it is recognized that the integration of literature into the area of Portuguese History and Geography contributes to more interdisciplinary, reflective, and meaningful learning. Thus, the study was based on the development and implementation of active pedagogical practices, in which reading and exploring literary texts were the starting point for building historical knowledge and skills. The research took place in two different contexts: in the 1st Cycle of Basic Education, with a class of 20 children in the 4th grade, and in the 2nd Cycle of Basic Education, with two classes in the 6th grade, one in the subject of Portuguese History and Geography (17 students) and the other in the subject of Portuguese (20 students). The objectives that guided the study were: (i) to relate children's literature to the curriculum content of Portuguese History and Geography; (ii) to stimulate the development of historical thinking through children's literature; (iii) to collect and analyze data on the effectiveness of using children's literature in the construction of historical thinking in 1st and 2nd Cycle students; and (iv) to identify patterns and trends that demonstrate the impact of children's literature in promoting historical and critical thinking. Data collection was based on direct and participant observation, using different instruments and techniques, such as field notes, photographic records, children's productions, documents produced during the activities, and questionnaires administered to participants. These data allowed for an interpretive analysis of the practices and results obtained, in line with the cyclical and reflective nature of the action research method. In structural terms, this report is organized into three main parts. The first part presents the theoretical and conceptual framework of the research, highlighting the relevance of children's literature as a mediator in historical learning and the role of historical thinking in children's cognitive development. The second part describes the methodological process, explaining the pedagogical choices, educational contexts, data collection instruments, and analysis procedures. Finally, the third part analyzes and critically reflects on the results obtained, highlighting the pedagogical implications of using children's literature as a resource for promoting meaningful learning and historical thinking.