A presença das geociências em artigos para o ensino de geografia: um estado da arte entre 2012 e 2021
Carregando...
Data
2022-10-30
Autores
Lourenço, Nataly da Silva [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Os professores de Geografia Física e Geociências enfrentam o desafio de ensinar conteúdos que
muitas vezes parecem abstratos aos alunos, e em suas concepções sem muita relevância em suas
vidas. Este pensamento equivocado se deve a dificuldade de relacionar os fenômenos
geográficos com o cotidiano do aluno, uma consequência da maneira de como esses conteúdos
são apresentados. Sendo assim, a necessidade da superação do método de ensino conteudista e
a busca de novas práticas pedagógicas, como novas metodologias que estimulem o interesse
dos alunos é fundamental para a formação do conhecimento geográfico significativo. Diante
disso, o presente trabalho teve como objetivo a realização de uma investigação bibliográfica,
através de um estudo “Estado da Arte” a respeito do que tem sido discutido e produzido sobre
o ensino, destacando fenômenos mais relacionados a Geociências, em artigos publicados no
período de 2012 a 2021 no catálogo de periódicos da CAPES (Coordenação de
Aperfeiçoamento de Pessoal de Nível Superior). Foram selecionados vinte e nove trabalhos que
tratam sobre o ensino de Geografia Física. A principal questão a ser respondida no
desenvolvimento do projeto é a de que forma os temas relacionados à área podem ser tratados
dentro da Geografia escolar de maneira integrada com o social, promovendo uma aprendizagem
significativa. Nesse sentido o material consultado evidenciou as dificuldades dos professores
no ensino de Geografia Física. Há indicação de novos caminhos no ensino com o uso de novas
metodologias que visam a aprendizagem com experiências lúdicas, recursos didáticos e
atividades fora do espaço escolar, englobando a comunidade na construção do conhecimento
geográfico e auxiliando na assimilação dos conteúdos por parte dos alunos.
Physical Geography teachers face the challenge of teaching content that often seems abstract to students, and in their conceptions, without much relevance in their lives. This mistaken thought is due to the difficulty of relating geographical phenomena with the student's daily life, a consequence of the way in which these contents are presented. Therefore, the need to overcome the content teaching method and the search for new pedagogical practices, such as new methodologies that stimulate students' interest is fundamental for the formation of significant geographic knowledge. Therefore, the present work aims to carry out a bibliographic investigation, through a "State of the Art" study about what has been discussed and produced about teaching, highlighting phenomena more related to Geosciences, in articles published in the period from 2012 to 2021 in the CAPES journal catalog (Coordination for the Improvement of Higher Education Personnel). Twenty-nine works dealing with the teaching of Physical Geography were selected. The main question to be answered in the development of the project is how the themes related to the area can be treated within the school Geography in an integrated way with the social, promoting a meaningful learning. In this sense, the consulted material brought the difficulties of teachers in the teaching of Physical Geography and indicating new ways of teaching through new methodologies that aim at learning through playful activities, didactic resources and activities outside the school space, encompassing the community in the construction of knowledge geographic area and helping students to assimilate content.
Physical Geography teachers face the challenge of teaching content that often seems abstract to students, and in their conceptions, without much relevance in their lives. This mistaken thought is due to the difficulty of relating geographical phenomena with the student's daily life, a consequence of the way in which these contents are presented. Therefore, the need to overcome the content teaching method and the search for new pedagogical practices, such as new methodologies that stimulate students' interest is fundamental for the formation of significant geographic knowledge. Therefore, the present work aims to carry out a bibliographic investigation, through a "State of the Art" study about what has been discussed and produced about teaching, highlighting phenomena more related to Geosciences, in articles published in the period from 2012 to 2021 in the CAPES journal catalog (Coordination for the Improvement of Higher Education Personnel). Twenty-nine works dealing with the teaching of Physical Geography were selected. The main question to be answered in the development of the project is how the themes related to the area can be treated within the school Geography in an integrated way with the social, promoting a meaningful learning. In this sense, the consulted material brought the difficulties of teachers in the teaching of Physical Geography and indicating new ways of teaching through new methodologies that aim at learning through playful activities, didactic resources and activities outside the school space, encompassing the community in the construction of knowledge geographic area and helping students to assimilate content.
Descrição
Palavras-chave
Ensino de geografia física, Geociências, Ensino básico, Teaching physical geography, Geosciences, Basic education