O atlas municipal escolar em sala de aula: proposta teórico-metodológica para a formação continuada de professores no município de Jacobina/BA
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Data
2022-02-25
Autores
Araújo, Joseane Gomes de
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Universidade Estadual Paulista (Unesp)
Resumo
Para pensar questões referentes à cartografia escolar no contexto da educação geográfica é necessário construir um conjunto de reflexões que coloquem em evidência as possibilidades de práticas pedagógicas na busca de sua significação, observando o modo de ser da sociedade, da escola e do ensino de Geografia na construção do conhecimento. Nesse sentido, uma das questões a ser pensada é a preparação do professor para trabalhar com diferentes linguagens gráficas como parte integrante do seu fazer pedagógico. Nesse cenário, os cursos de formação de professores têm papel importante na compreensão e potencialização dessas linguagens, propiciando a reflexão de sua prática e, consequentemente, a ressignificação das atividades propostas em sala de aula. Considerando a relevância desse tema, esta tese, como objetivo geral, buscou fornecer suporte teórico-metodológico aos docentes do ensino fundamental (anos finais) e ensino médio para o trabalho com as representações cartográficas do município de Jacobina, Bahia, e habilitá-los para o uso do atlas municipal em sala de aula por meio de práticas que considerem a importância da mediação pedagógica. Para tanto, foi adotada uma metodologia de abordagem qualitativa, com caráter exploratório, bibliográfico e documental, concretizada com a realização de questionários e oficinas pedagógicas. Quanto à abordagem teórica, foi adotado um enfoque colaborativo, o que permitiu vislumbrar a realidade a partir de diferentes olhares, situando o problema em um contexto mais amplo e transitando de forma dinâmica da teoria para a prática, e desta para a teoria. De modo geral, esta pesquisa permitiu a identificação das dificuldades dos professores na realização do trabalho com mapas municipais por meio da estruturação dos conteúdos e dos conceitos geográficos, bem como da constatação da relevância do trabalho docente com as representações cartográficas do lugar de vivência (Atlas Escolar) que auxiliam nas práticas pedagógicas desenvolvidas na educação básica, através da formação dos professores e da mediação didática.
To think about issues related to school cartography in the context of geographic education, it is necessary to build a set of reflections that highlight the possibilities of pedagogical practices in the search for their meaning, observing the way of being of society, the school and the teaching of Geography in construction of knowledge. In this sense, one of the issues to be considered is the preparation of the teacher to work with different graphic languages as an integral part of their pedagogical practice. In this scenario, teacher training courses play an important role in the understanding and potentialization of these languages, providing a reflection on their practice and, consequently, the redefinition of the proposed activities in the classroom. Considering the relevance of this theme, this thesis, as a general objective, sought to provide theoretical-methodological support to elementary school teachers (final years) and high school to work with cartographic representations of the city of Jacobina, Bahia, and enable them to the use of the municipal atlas in the classroom through practices that consider the importance of pedagogical mediation. For this purpose, a qualitative approach methodology was adopted, with an exploratory, bibliographical and documentary character, implemented through questionnaires and pedagogical workshops. As for the theoretical approach, a collaborative approach was adopted, which allowed a glimpse of reality from different perspectives, placing the problem in a broader context and dynamically moving from theory to practice, and from this to theory. In general, this research allowed the identification of the teachers' difficulties in carrying out work with municipal maps through the structuring of geographical contents and concepts, as well as the verification of the relevance of the teaching work with the cartographic representations of the place of living (Atlas School) that help in the pedagogical practices developed in basic education, through teacher training and didactic mediation.
To think about issues related to school cartography in the context of geographic education, it is necessary to build a set of reflections that highlight the possibilities of pedagogical practices in the search for their meaning, observing the way of being of society, the school and the teaching of Geography in construction of knowledge. In this sense, one of the issues to be considered is the preparation of the teacher to work with different graphic languages as an integral part of their pedagogical practice. In this scenario, teacher training courses play an important role in the understanding and potentialization of these languages, providing a reflection on their practice and, consequently, the redefinition of the proposed activities in the classroom. Considering the relevance of this theme, this thesis, as a general objective, sought to provide theoretical-methodological support to elementary school teachers (final years) and high school to work with cartographic representations of the city of Jacobina, Bahia, and enable them to the use of the municipal atlas in the classroom through practices that consider the importance of pedagogical mediation. For this purpose, a qualitative approach methodology was adopted, with an exploratory, bibliographical and documentary character, implemented through questionnaires and pedagogical workshops. As for the theoretical approach, a collaborative approach was adopted, which allowed a glimpse of reality from different perspectives, placing the problem in a broader context and dynamically moving from theory to practice, and from this to theory. In general, this research allowed the identification of the teachers' difficulties in carrying out work with municipal maps through the structuring of geographical contents and concepts, as well as the verification of the relevance of the teaching work with the cartographic representations of the place of living (Atlas School) that help in the pedagogical practices developed in basic education, through teacher training and didactic mediation.
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Palavras-chave
Formação docente, Cartografia escolar, Atlas escolar, Mapas municipais, Teacher training, School cartography, School atlas, Municipal maps