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Abstract(s)
As interdependências características do mundo globalizado em que vivemos implicam a necessidade de formação de pessoas que se sintam parte da comunidade planetária e sejam capazes de refletir sobre os problemas que afetam a humanidade e agir no sentido da sustentabilidade e do bem comum. Para isso é crucial promover a Educação para o Desenvolvimento/Educação para a Cidadania Global (ED/ECG) desde os primeiros anos de escolaridade. No sentido de contribuir para a inserção desta dimensão nos currículos dos 1.º e 2.º CEB, no âmbito do projeto “Global Schools: aprender a (con)viver” foi
elaborado um recurso educativo. O objetivo deste artigo é apresentar esse recurso, o seu quadro concetual e o processo colaborativo usado na sua criação. Constituiu-se uma equipa multidisciplinar de especialistas nas áreas de Português (PT), História e Geografia de Portugal (HGP), Ciências Naturais (CN) e Matemática (MAT) e em ED/ECG, com experiência de trabalho com escolas, bem como na formação de professores. Tendo em conta os documentos curriculares de referência para os 1.º e 2.º CEB, analisou-se o Referencial de ED, aprovado em 2016 pelo Ministério da Educação. Aferiram-se subtemas suscetíveis de serem cruzados com conteúdos de diferentes áreas curriculares. Selecionaram-se alguns subtemas e definiram-se conteúdos programáticos que se poderiam articular com os objetivos de ED. Elaboraram-se as propostas didáticas. Para avaliar a sua exequibilidade, discutiram-se essas propostas com professores dos 1.º e 2.º CEB envolvidos em ações de formação sobre ED/ECG. Foram selecionados sete subtemas do Referencial de ED e criadas nove propostas didáticas contemplando as áreas de PT, MAT e Estudo do Meio (EM) no caso do 1.º CEB, e de PT, HGP, MAT e CN no caso do 2.º CEB. As propostas para o 1.º CEB são elaboradas prevendo
uma estreita articulação interdisciplinar, enquanto para o 2.º CEB há a possibilidade de uma maior independência das atividades propostas para cada disciplina. As atividades privilegiam o pensamento
autónomo, reflexivo e crítico, o confronto entre diferentes perspetivas, a compreensão da interligação local/global e a implicação pessoal e coletiva na transformação social. Procuram respeitar a realidade
das salas de aula, a flexibilidade de tempo e de estratégias e a exequibilidade ao nível dos materiais. Espera-se que os professores adaptem e implementem algumas das atividades propostas nas suas
práticas educativas, potenciando a integração da ED/ECG no ensino básico.
Formação Docente e Educação para o Desenvolvimento869The interdependencies of the globalized world in which we live imply the need to train people whofeel part of the planetary community and are able to reflect on the problems that affect humanityand to act towards sustainability and the common good. For this it is crucial to promote Develop-ment Education/Global Citizenship Education (DE/GCE) since the earliest years of schooling. Inorder to contribute to the inclusion of this dimension in the curricula of primary education, in thecontext of the project ”Global Schools”an educational resource was elaborated. The purpose of thiscommunication is to present this resource, its conceptual framework and the collaborative processused in its creation. A multidisciplinary team of specialists in the areas of Portuguese (PT), Historyand Geography (HG), Natural Sciences (CN) and Mathematics (MAT) and in DE/GCE, with expe-rience in working with schools, as well as in teacher training, was constituted. Taking into accountthe programs and curricular goals of primary education, the DE Guidelines, approved in 2016 by theMinistry of Education, were analyzed. Sub-themes susceptible of being crossed with contents fromdifferent curricular areas were identified. Some sub-themes were selected and programmatic contentswere defined that could be articulated with the DE objectives. The didactic proposals were elabo-rated. To assess their feasibility, these proposals were discussed with primary teachers involved inDE/GCE training courses. The resource was drawn up. Seven sub-themes of the DE Guidelines wereselected and nine didactic proposals were created, covering the areas of PT, MAT and EnvironmentalStudies in the case of 1stto 4thgrade, PT, HGP, MAT and CN in the case of 5thand 6thgrade.The proposals for the 1stto 4thgrade were prepared with close interdisciplinary articulation, whilefor the 5thand 6thgrade there is a possibility of greater independence of the proposed activities foreach discipline. Activities focus on autonomous, reflexive and critical thinking, confrontation betweendifferent perspectives, understanding local/global interconnection, and personal and collective invol-vement in social transformation. They seek to respect the reality of classrooms, the flexibility of timeand strategies and the feasibility of materials. It is expected that teachers will adapt and implementsome of the activities proposed in their educational practices, enhancing the integration of DE/GCEin basic education.
Formação Docente e Educação para o Desenvolvimento869The interdependencies of the globalized world in which we live imply the need to train people whofeel part of the planetary community and are able to reflect on the problems that affect humanityand to act towards sustainability and the common good. For this it is crucial to promote Develop-ment Education/Global Citizenship Education (DE/GCE) since the earliest years of schooling. Inorder to contribute to the inclusion of this dimension in the curricula of primary education, in thecontext of the project ”Global Schools”an educational resource was elaborated. The purpose of thiscommunication is to present this resource, its conceptual framework and the collaborative processused in its creation. A multidisciplinary team of specialists in the areas of Portuguese (PT), Historyand Geography (HG), Natural Sciences (CN) and Mathematics (MAT) and in DE/GCE, with expe-rience in working with schools, as well as in teacher training, was constituted. Taking into accountthe programs and curricular goals of primary education, the DE Guidelines, approved in 2016 by theMinistry of Education, were analyzed. Sub-themes susceptible of being crossed with contents fromdifferent curricular areas were identified. Some sub-themes were selected and programmatic contentswere defined that could be articulated with the DE objectives. The didactic proposals were elabo-rated. To assess their feasibility, these proposals were discussed with primary teachers involved inDE/GCE training courses. The resource was drawn up. Seven sub-themes of the DE Guidelines wereselected and nine didactic proposals were created, covering the areas of PT, MAT and EnvironmentalStudies in the case of 1stto 4thgrade, PT, HGP, MAT and CN in the case of 5thand 6thgrade.The proposals for the 1stto 4thgrade were prepared with close interdisciplinary articulation, whilefor the 5thand 6thgrade there is a possibility of greater independence of the proposed activities foreach discipline. Activities focus on autonomous, reflexive and critical thinking, confrontation betweendifferent perspectives, understanding local/global interconnection, and personal and collective invol-vement in social transformation. They seek to respect the reality of classrooms, the flexibility of timeand strategies and the feasibility of materials. It is expected that teachers will adapt and implementsome of the activities proposed in their educational practices, enhancing the integration of DE/GCEin basic education.
Description
Keywords
Educação para o desenvolvimento Cidadania global Integração curricular 1.º e 2.º CEB Development education Global citizenship Curricular integration 1stand 2nd grade of basic education
Citation
Neves, L.; Esteves, A.; Barbosa, A. (...) Gonçalves, T. (2018). Global Schools: integração curricular da ED/ECG no ensino básico. In R. P. Lopes, M. V. Pires, L. Castanheira, E. M. Silva, G. Santos, C. Mesquita, & P. Vaz (Eds.). III Encontro Internacional de Formação na Docência (INCTE): livro de atas. (pp.868-877). Bragança, Portugal: Instituto Politécnico de Bragança. ISBN: 978-972-745-241-5