Atlas escolar de Sumaré (SP): os saberes produzidos nas práticas pedagógicas cotidianas de uma professora do 4º ano do ensino fundamental
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Data
2013-10-30
Autores
Lima, Alexander da Silva [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho discute as práticas que uma professora construiu para ministrar o ensino de Geografia no quarto ano do ensino fundamental por meio do uso do Atlas Escolar Municipal de Sumaré (SP). O objetivo principal do atlas escolar municipal é promover a identidade e o pertencimento através do conhecimento sobre o lugar. Iniciamos com um breve relato sobre a Cartografia Escolar no Brasil, enfatizando os principais eventos que contribuíram para a sua evolução, sequencialmente trataremos da apresentação teórico-metodológica do Atlas Escolar Municipal de Sumaré (SP). Destacamos a metodologia da pesquisa dentro de uma abordagem qualitativa, utilizando-se de registros em caderno de campo, observações de aulas e entrevistas. Os dados obtidos revelam que os saberes mobilizados pela Professora Esperança (nome fictício) são provenientes da sua prática, adquiridos na experiência cotidiana do trabalho docente. Envolve também saberes que provêm desde memórias de sua infância, da época de quando era aluna, até da troca com outros docentes mais experientes. Por meio do atlas escolar o aluno tem uma melhor compreensão do lugar onde vive que se amplia através do trabalho de campo realizado pela Professora Esperança. Reconhecemos que as relações que se estabelecem entre sujeito (aluno)-objeto (atlas escolar) e mediador (professora) não se limitam à esfera cognitiva, mas atinge a esfera afetiva. Por ser moradora de Sumaré a professora mantém uma relação de afetividade com o lugar, possibilitando que ela, mesmo sem dominar completamente alguns conteúdos específicos de Cartografia, apresente conhecimentos do cotidiano que permitem explorar novas possibilidades de trabalho com o Atlas Escolar de Sumaré
This research discusses the actions that a teacher built to instruct the education of Geography at the fourth grade of elementary school through the School Atlas of Sumaré Town (State of São Paulo). The main goal of the town school atlas is to promote the identity and the belonging through the knowledge about the place. We start with a small report about the School Cartography in Brazil, emphasizing the main events that contributed to its evolution; sequentially we will talk about the methodological theoretical presentation of the School Atlas of Sumaré Town (SP). We highlight the methodology of the research concerning the quality, using records on a field notebook, observations along classes and interviews. The collected data reveal the knowledge experienced by Teacher Hope (fiction name), they are from her practice, acquired along her everyday teaching experience. They also involve knowledge that come from her childhood memories, from her school time, and even the interchange experience among teachers. Through the school atlas, the student has a better comprehension of the place he lives as well as enlarges throughout the fieldwork hold by Teacher Hope. We admit that the established relations among subject (student) – object (school atlas) – moderator (teacher) do not limit themselves at the cognition sphere, but they reach the emotional sphere. For the teacher lives in Sumaré, she keeps an emotional relation with the place, so it gives her the capacity to present the everyday knowledge even without fluency in some specific contents of Cartography thoroughly. Therefore, it allows explore new possibilities of working with the School Atlas of Sumaré Town
This research discusses the actions that a teacher built to instruct the education of Geography at the fourth grade of elementary school through the School Atlas of Sumaré Town (State of São Paulo). The main goal of the town school atlas is to promote the identity and the belonging through the knowledge about the place. We start with a small report about the School Cartography in Brazil, emphasizing the main events that contributed to its evolution; sequentially we will talk about the methodological theoretical presentation of the School Atlas of Sumaré Town (SP). We highlight the methodology of the research concerning the quality, using records on a field notebook, observations along classes and interviews. The collected data reveal the knowledge experienced by Teacher Hope (fiction name), they are from her practice, acquired along her everyday teaching experience. They also involve knowledge that come from her childhood memories, from her school time, and even the interchange experience among teachers. Through the school atlas, the student has a better comprehension of the place he lives as well as enlarges throughout the fieldwork hold by Teacher Hope. We admit that the established relations among subject (student) – object (school atlas) – moderator (teacher) do not limit themselves at the cognition sphere, but they reach the emotional sphere. For the teacher lives in Sumaré, she keeps an emotional relation with the place, so it gives her the capacity to present the everyday knowledge even without fluency in some specific contents of Cartography thoroughly. Therefore, it allows explore new possibilities of working with the School Atlas of Sumaré Town
Descrição
Palavras-chave
Geography - Study and teaching, Geografia - Estudo e ensino, Ensino fundamental, Pratica de ensino, Percepção geografica, Cartografia - Estudo e ensino, Sumaré (SP) - Atlas
Como citar
LIMA, Alexander da Silva. Atlas escolar de Sumaré (SP): os saberes produzidos nas práticas pedagógicas cotidianas de uma professora do 4º ano do ensino fundamental. 2013. 230 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Instituto de Geociências e Ciências Exatas, 2013.