Objetos digitais para o ensino de Geografia: contribuições para o desenvolvimento da consciência socioambiental
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Data
2020-02-28
Autores
Sakamoto, Susana Marilu Mainini
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
No mundo globalizado, as tecnologias complexas e flexíveis advindas do contexto técnico-científico e informacional da terceira revolução industrial estão cada vez mais inseridas nos diversos afazeres do cotidiano da sociedade. Portanto, essa pesquisa propôs ações educativas inovadoras, articulando o uso da tecnologia como meio no processo de ensino e aprendizagem da Geografia na Educação Básica. Nesse sentido, a pesquisa teve por objetivo central: planejar, desenvolver e avaliar o processo de aprendizagem dos conteúdos geográficos escolares relacionados à questão ambiental por meio de simuladores computacionais, contribuindo para o desenvolvimento da consciência socioambiental entre os alunos e a formação de uma sociedade sustentável. Utilizou-se a metodologia da pesquisa-ação estruturada em quatro etapas: o momento investigativo, a tematização, a programação-ação e a avaliação. Na primeira etapa foram realizados os seguintes levantamentos: das fragilidades no ensino de Geografia, propostos nos documentos oficiais da rede pública do estado de São Paulo; dos simuladores computacionais voltados para a educação ambiental; e do perfil dos alunos envolvidos na pesquisa. Na segunda etapa, houve o planejamento das aulas com a articulação do uso da tecnologia; na terceira etapa, implementou-se a prática planejada com os alunos e; por fim, avaliou-se o processo. Obteve-se como resultado uma comunidade escolar mais engajada com a educação ambiental capacitada para contribuir com a construção uma sociedade sustentável, visto que as ações podem repercutir na comunidade em geral por meio da difusão do conhecimento e das práticas dos alunos. Estiveram envolvidos no estudo 70 alunos, sendo dois sextos anos do Ensino Fundamental, de uma escola estadual no município de Bauru, interior de São Paulo, cuja pesquisadora é a professora regente das aulas de Geografia.
In the globalized world, the complex and flexible technologies arising from the technical-scientific and informational context of the third industrial revolution are increasingly inserted in several daily activities of society. Therefore, this research proposed innovative educational actions, articulating the use of technology as a means in the teaching and learning process of Geography in Basic Education. In this sense, the research had as its main objective: to plan, develop and evaluate the learning process of school geographic contents related to the environmental issue, through the use of computer simulators, contributing to the development of socio-environmental awareness among the students and the formation of a sustainable society. The methodology of action-research was structured in four stages: the investigative moment, the theme, the action programming and the evaluation. In the first stage, the following surveys were conducted: the weaknesses in the teaching of geography proposed in the official documents of the public network of the state of São Paulo, computer simulators focused on environmental education and the profile of the students involved in the research. In the second stage, there was the planning of the classes with the articulation of the use of technology, in the third stage, the planned practice with the students was implemented and finally, the process was evaluated. The result was a school community more engaged with environmental education able to contribute to the construction of a sustainable society, since the actions can have repercussions in the general community through the diffusion of knowledge and practices of the students. Seventy students were involved in the study, being two sixth grades of elementary school, from a state school in Bauru, interior of São Paulo, whose researcher is the conducting teacher of Geography classes.
In the globalized world, the complex and flexible technologies arising from the technical-scientific and informational context of the third industrial revolution are increasingly inserted in several daily activities of society. Therefore, this research proposed innovative educational actions, articulating the use of technology as a means in the teaching and learning process of Geography in Basic Education. In this sense, the research had as its main objective: to plan, develop and evaluate the learning process of school geographic contents related to the environmental issue, through the use of computer simulators, contributing to the development of socio-environmental awareness among the students and the formation of a sustainable society. The methodology of action-research was structured in four stages: the investigative moment, the theme, the action programming and the evaluation. In the first stage, the following surveys were conducted: the weaknesses in the teaching of geography proposed in the official documents of the public network of the state of São Paulo, computer simulators focused on environmental education and the profile of the students involved in the research. In the second stage, there was the planning of the classes with the articulation of the use of technology, in the third stage, the planned practice with the students was implemented and finally, the process was evaluated. The result was a school community more engaged with environmental education able to contribute to the construction of a sustainable society, since the actions can have repercussions in the general community through the diffusion of knowledge and practices of the students. Seventy students were involved in the study, being two sixth grades of elementary school, from a state school in Bauru, interior of São Paulo, whose researcher is the conducting teacher of Geography classes.
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Palavras-chave
Ensino de Geografia, Educação ambiental, Sociedade sustentável, Simuladores, Tecnologia, Geography teaching, Environmental education, Sustainable society, Simulators, Technology