<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-1372</journal-id>
<journal-title><![CDATA[Da Investigação às Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Práticas]]></abbrev-journal-title>
<issn>2182-1372</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Lisboa - Escola Superior de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-13722021000100080</article-id>
<article-id pub-id-type="doi">10.25757/invep.v11i1.225</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Prática de ensino supervisionada em história e geografia de Portugal no 2.º CEB: perspetiva crítica para a mudança]]></article-title>
<article-title xml:lang="en"><![CDATA[Supervised teaching practice in history and geography of Portugal in the 2nd cycle: critical perspective for change]]></article-title>
<article-title xml:lang="fr"><![CDATA[Pratique de l'enseignement supervise en histoire et geographie du Portugal dans le 2éme cycle : perspective critique pour le changement]]></article-title>
<article-title xml:lang="es"><![CDATA[Practica supervisada de docencia en historia y geografia de Portugal en el 2º CEB: perspectiva critica para el cambio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Alfredo Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Lisboa Escola Superior de Educação de Lisboa ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>80</fpage>
<lpage>101</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-13722021000100080&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-13722021000100080&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-13722021000100080&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Tal como a prática de ensino, também as práticas de supervisão pedagógica realizadas durante a formação inicial de professores devem ser alvo de reflexão crítica com o objetivo de introduzir mudanças que melhorem a formação dos estudantes do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal do 2.º Ciclo do Ensino Básico. Com este artigo, pretendemos (i) construir um mapa conceptual que enquadre a prática de supervisão em História e Geografia, no 2.º ciclo; (ii) analisar os domínios que foram considerados prioritários nas observações realizadas durante a unidade curricular de Prática de Ensino Supervisionada II - 2.º ciclo; (iii) refletir criticamente sobre a prática de supervisão implementada nos últimos anos, na Escola Superior de Educação de Lisboa. Metodologicamente, analisaram-se (1) os registos de observação reunidos durante a Prática de Ensino Supervisionada II - 2.º CEB, no âmbito daquele mestrado, entre os anos letivos de 2014/2015 e 2019/2020; (2) as reflexões produzidas pelos estudantes, no ano letivo de 2019/2020. Com esta análise, foi possível identificar lacunas e fragilidades nas práticas de supervisão em História e Geografia de Portugal do 2.º CEB e identificar linhas de ação que poderão melhorar as atividades de acompanhamento dos estudantes e, desse modo, a sua formação, enquanto futuros professores de História e Geografia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract As with teaching practice, also the pedagogical supervision practices carried out during the initial training of teachers should be the target of critical reflection with the aim of introducing changes that improve the training of students in the Master in Teaching in the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education. With this article we intend to (i) build a conceptual map that contextualizes the supervisory practice in History and Geography, in the 2nd cycle; (ii) analyse the domains that were considered a priority in the observations made during Supervised Teaching Practice II - 2nd cycle; (iii) reflect critically on the supervisory practice implemented in recent years, at the Lisbon Higher School of Education. Methodologically, we analysed (1) the observation records gathered during Supervised Teaching Practice II - 2nd cycle, within that master's degree, between the academic years 2014/2015 and 2019/2020; (2) the reflections produced by the students, in the academic year 2019/2020. With this analysis it was possible to identify gaps and weaknesses in the supervision practices in History and Geography of Portugal of the 2nd cycle and to identify lines of action that could improve the supervision of students and their training, as future teachers of History and Geography.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Comme pour la pratique pédagogique, les pratiques de supervision pédagogique réalisées pendant la formation initiale des enseignants doivent également faire l'objet d'une réflexion critique dans le but d'introduire des changements qui améliorent la formation des étudiants du Master en Enseignement du 1er cycle de l'éducation primaire et Portugais et Histoire et Géographie de Portugal du 2ème Cycle de l'Enseignement. Avec cet article, nous avons l'intention de (i) présenter une carte conceptuelle qui correspond à la pratique de supervision en Histoire et Géographie, au 2ème cycle ; (ii) analyser les domaines considérés prioritaires dans les observations faites pendant la Pratique Pédagogique Supervisée II - 2ème cycle ; (iii) réfléchir critiquement sur la pratique de supervision mise en &#339;uvre ces dernières années, à l'École Supérieur de Education de Lisbonne. Méthodologiquement, nous avons analysé (1) les enregistrements d'observation recueillis pendant la Pratique Pédagogique Supervisée II - 2ème cycle, dans ce master, entre les années académiques 2014/2015 et 2019/2020 ; (2) les réflexions produites par les étudiants, au cours de l'année académique 2019/2020. Avec cette analyse, il a été possible d'identifier les lacunes et les faiblesses dans les pratiques supervisées en Histoire et Géographie du Portugal de la 2ème cycle et d'identifier les lignes d'action qui pourraient améliorer la supervision pédagogique des étudiants et, par conséquent, leur formation, en tant que futurs enseignants d'Histoire et de Géographie.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Al igual que ocurre con la práctica docente, también las prácticas de supervisión pedagógica llevadas a cabo durante la formación inicial del profesorado deben ser objeto de reflexión crítica con el objetivo de introducir cambios que mejoren la formación de los alumnos del Máster en Magisterio de 1er Ciclo de Educación Básica y Portugués e Historia y Geografía de Portugal del 2º Ciclo de Educación Básica. Con este artículo pretendemos (i) construir un mapa conceptual que se ajuste a la práctica supervisora en Historia y Geografía, en el 2º ciclo; (ii) analizar los dominios que se consideraron prioritarios en las observaciones realizadas durante la unidad curricular de Práctica Docente Supervisada II - 2º ciclo; (iii) reflexionar críticamente sobre la práctica de supervisión implementada en los últimos años, en la Escola Superior de Educação de Lisboa. Metodológicamente, analizamos (1) los registros de observación recogidos durante la Práctica Docente Supervisada II - 2º ciclo, en el ámbito del máster, entre los cursos 2014/2015 y 2019/2020; (2) las reflexiones producidas por los estudiantes, en el curso académico 2019/2020. Con este análisis fue posible identificar lagunas y debilidades en las prácticas de supervisión en Historia y Geografía de Portugal en el 2º ciclo e identificar líneas de acción que podrían mejorar las actividades de seguimiento de los estudiantes y, por tanto, su formación, como futuros profesores de Historia y Geografía.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prática]]></kwd>
<kwd lng="pt"><![CDATA[Práxis]]></kwd>
<kwd lng="pt"><![CDATA[Supervisão]]></kwd>
<kwd lng="pt"><![CDATA[História]]></kwd>
<kwd lng="pt"><![CDATA[Geografia]]></kwd>
<kwd lng="en"><![CDATA[Practice]]></kwd>
<kwd lng="en"><![CDATA[Praxis]]></kwd>
<kwd lng="en"><![CDATA[Supervision]]></kwd>
<kwd lng="en"><![CDATA[History]]></kwd>
<kwd lng="en"><![CDATA[Geography]]></kwd>
<kwd lng="fr"><![CDATA[Pratique]]></kwd>
<kwd lng="fr"><![CDATA[Praxis]]></kwd>
<kwd lng="fr"><![CDATA[Supervision]]></kwd>
<kwd lng="fr"><![CDATA[Histoire]]></kwd>
<kwd lng="fr"><![CDATA[Géographie.]]></kwd>
<kwd lng="es"><![CDATA[développement de l'enfant]]></kwd>
<kwd lng="es"><![CDATA[intervention précoce]]></kwd>
<kwd lng="es"><![CDATA[formation professionnelle]]></kwd>
<kwd lng="es"><![CDATA[pratiques factuelles]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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