Formação continuada e metodologias ativas de ensino como estratégias para o estudo de solo numa escola da educação básica em Campina Grande-PB
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Data
2023-02-14
Autores
Santos, Anderson Felipe Leite dos
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Universidade Estadual Paulista (Unesp)
Resumo
O solo é um dos elementos físico-naturais essenciais para a manutenção da vida na Terra. No entanto, apesar de sua importância, a temática sobre o solo ainda é pouco debatida tanto na Geografia Escolar quanto na Geografia Acadêmica. Partindo-se desse preceito, nesta pesquisa buscou-se compreender as perspectivas que permeiam a formação inicial de professores de Geografia e a abordagem dos conteúdos relacionados à temática sobre solos em turmas de 6º e 7º ano do ensino fundamental da Escola Municipal Tiradentes, Campina Grande-PB. Em termos metodológicos, a abordagem desta pesquisa está classificada como quali-quantitativa, tendo como modalidades principais o estudo de caso, realizado com os professores e a pesquisa-ação, realizada com os alunos. Quanto aos objetivos, a pesquisa é de caráter exploratório e descritivo, conduzida a partir de pesquisa teórica e estudos de campo. O corpus foi organizado pela aplicação do instrumento questionário junto aos professores de Geografia atuantes no 6º e 7º anos de Escolas Municipais da área urbana de Campina Grande e aplicação de questionários e desenvolvimento de propostas didático-pedagógicas, utilizando metodologias ativas com estudantes do 6º e 7º ano da Escola Municipal Tiradentes. Os resultados encontrados apontam a necessidade de, durante a formação inicial, se pensar em abordar pedagogicamente, utilizando metodologias ativas, as temáticas abordadas nas disciplinas específicas da Licenciatura em Geografia. Além disso, enfatiza-se a importância da oferta de formação continuada para os professores, para que consigam, juntamente com os outros professores e formadores, pensarem em propostas didático-pedagógicas que favoreçam a interação e a participação dos alunos durante as aulas, tornando o conteúdo mais palpável e prazeroso para os estudantes. Ao final da pesquisa com os alunos, pôde-se perceber o quanto eles se mostraram satisfeitos com as atividades pedagógicas desenvolvidas a partir do princípio das metodologias ativas, dentro e fora da sala de aula, ao longo da pesquisa. Com relação aos professores, apesar de ter ocorrido apenas um encontro virtual, percebe-se o quanto possuem interesse em participar de formações continuadas que contribuam para sua atuação no contexto da sala de aula, embora tenham relatado que a rotina exaustiva tende a dificultar uma participação mais efetiva nessas atividades.
Soil is one of the essential physical and natural elements for the maintenance of life on Earth. However, despite its importance, the topic of soil is still little debated in both School Geography and Academic Geography. Based on this precept, this research sought to understand the perspectives that permeate the initial training of Geography teachers and the approach to content related to the theme of soils in 6th and 7th grade classes of elementary school at the Municipal School Tiradentes, Campina Grande -PB. In methodological terms, the approach of this research is classified as quali-quantitative, having as main modalities the case study, carried out with the teachers and the action research, carried out with the students. As for the objectives, the research is exploratory and descriptive, conducted from theoretical research and field studies. The corpus was organized by applying the questionnaire instrument with Geography teachers working in the 6th and 7th years of Municipal Schools in the urban area of Campina Grande and applying questionnaires and developing didactic-pedagogical proposals, using active methodologies with students from the 6th and 7th year at Tiradentes Municipal School. The results found indicate the need, during initial training, to think about pedagogically approaching, using active methodologies, the themes addressed in the specific disciplines of the Licentiate in Geography. In addition, emphasis is placed on the importance of providing continuing education for teachers, so that they can, together with other teachers and trainers, think of didactic-pedagogical proposals that favor interaction and student participation during classes, making the more tangible and enjoyable content for students. At the end of the research with the students, it was possible to perceive how satisfied they were with the pedagogical activities developed based on the principle of active methodologies, inside and outside the classroom, throughout the research. With regard to teachers, despite the fact that there was only one virtual meeting, it is clear how much they are interested in participating in continuing education that contributes to their performance in the classroom context, although they have reported that the exhaustive routine tends to make participation difficult. more effective in these activities.
Soil is one of the essential physical and natural elements for the maintenance of life on Earth. However, despite its importance, the topic of soil is still little debated in both School Geography and Academic Geography. Based on this precept, this research sought to understand the perspectives that permeate the initial training of Geography teachers and the approach to content related to the theme of soils in 6th and 7th grade classes of elementary school at the Municipal School Tiradentes, Campina Grande -PB. In methodological terms, the approach of this research is classified as quali-quantitative, having as main modalities the case study, carried out with the teachers and the action research, carried out with the students. As for the objectives, the research is exploratory and descriptive, conducted from theoretical research and field studies. The corpus was organized by applying the questionnaire instrument with Geography teachers working in the 6th and 7th years of Municipal Schools in the urban area of Campina Grande and applying questionnaires and developing didactic-pedagogical proposals, using active methodologies with students from the 6th and 7th year at Tiradentes Municipal School. The results found indicate the need, during initial training, to think about pedagogically approaching, using active methodologies, the themes addressed in the specific disciplines of the Licentiate in Geography. In addition, emphasis is placed on the importance of providing continuing education for teachers, so that they can, together with other teachers and trainers, think of didactic-pedagogical proposals that favor interaction and student participation during classes, making the more tangible and enjoyable content for students. At the end of the research with the students, it was possible to perceive how satisfied they were with the pedagogical activities developed based on the principle of active methodologies, inside and outside the classroom, throughout the research. With regard to teachers, despite the fact that there was only one virtual meeting, it is clear how much they are interested in participating in continuing education that contributes to their performance in the classroom context, although they have reported that the exhaustive routine tends to make participation difficult. more effective in these activities.
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Palavras-chave
Ensino de solo, Ensino fundamental, Estratégias didático-pedagógicas, Formação de professores de geografia, Soil teaching, Elementary School, Didactic-pedagogical strategies, Formation of geography teachers