Memória e lugar: espaço-tempo no ensino de Geografia
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Data
2020-06-25
Autores
Calandro, Thiago Luiz [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A pesquisa que apresentamos objetiva revelar e discutir contribuições didáticas na relação entre representações espaciais feitas por alunos do ensino fundamental e os conteúdos da Geografia Escolar. O trabalho de pesquisa foi realizado em três escolas públicas do município de Jaguariaíva-PR, Brasil, em 2014. À época, trabalhamos com os alunos dos 6os e 7os anos, orientados a participar de diferentes atividades que promoveram a reflexão sobre seu espaço de vivência. Como metodologia de pesquisa, utilizamos uma abordagem qualitativa pautada sobretudo no paradigma indiciário de Carlo Ginzburg (1989) que permite a intepretação do fenômeno a partir de sinais e indícios. Contudo, para que essa interpretação tenha consistência é necessário descrever o contexto de produção das representações dos alunos. A memória, para além de um simples significado biológico, apresenta-se como uma via de registro das experiências sensoriais que um dia se materializaram e, mais além, como um mecanismo de configuração daquilo que importa a partir do qual se pode construir, reconstruir, desfazer ou refazer a própria história e a própria geografia, ou o próprio tempo e o próprio espaço. Logo, partimos de um ensino de Geografia que conta com experiências sensoriais e suas materializações para construir e reconstruir narrativas geográficas significativas.
The research we present aims to reveal and discuss didactics contributions in the relationship between spatial representations made by elementary school students and the contents of School Geography. The research work was carried out in three public schools in Jaguariaíva-PR, Brazil, in 2014. At the time, we worked with students from the 6th and 7th years, oriented to participate in different activities that promoted reflection on their living space. As a research methodology, we use a qualitative approach based mainly on the paradigm of Carlo Ginzburg (1989) that allows the interpretation of the phenomenon from signs and indications. However, for this interpretation to be consistent, it is necessary to describe the context of production of the students' representations. Memory, in addition to a simple biological meaning, presents itself as a way of recording the sensory experiences that one day materialized and, furthermore, as a mechanism for configuring what matters from which one can build, reconstruct, undo or redo your own history and geography, or your own time and space. Therefore, we started with a teaching of Geography that relies on sensory experiences and their materializations to build and reconstruct significant geographical narratives.
The research we present aims to reveal and discuss didactics contributions in the relationship between spatial representations made by elementary school students and the contents of School Geography. The research work was carried out in three public schools in Jaguariaíva-PR, Brazil, in 2014. At the time, we worked with students from the 6th and 7th years, oriented to participate in different activities that promoted reflection on their living space. As a research methodology, we use a qualitative approach based mainly on the paradigm of Carlo Ginzburg (1989) that allows the interpretation of the phenomenon from signs and indications. However, for this interpretation to be consistent, it is necessary to describe the context of production of the students' representations. Memory, in addition to a simple biological meaning, presents itself as a way of recording the sensory experiences that one day materialized and, furthermore, as a mechanism for configuring what matters from which one can build, reconstruct, undo or redo your own history and geography, or your own time and space. Therefore, we started with a teaching of Geography that relies on sensory experiences and their materializations to build and reconstruct significant geographical narratives.
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Palavras-chave
Espaço, Memória, Ensino, Geografia, Space, Memory, Teaching, Geography