ABSTRACT
This study aimed, on the one hand, to identify representations of future childhood educators and primary school teachers on global education, and, on the other hand, to analyze the influence of such representations on the promotion of teaching/learning situations in the field of Education in Portuguese as a mother tongue. As part of a Curricular Unit of a Professional Master’s degree from Bologna, data were collected and analyzed from a questionnaire applied at the beginning of the semester (initial representations) and individual written reflections presented at the end of the course (final representations), as well as seven lesson plans and respective foundations, oriented towards the development of oral and written communication skills in Portuguese from a global education perspective. In this paper, we present a cross analysis of all this data. From this, it was concluded that attending the classes of the Curricular Unit changed the students’ beliefs concerning global education, although such students reported difficulties in what comes to promote this perspective within the teaching/learning of Portuguese as a mother tongue.
Keywords:
Global Education; Teacher Education; Representations; Teaching Plans; Mother Tongue