O estudo do lugar no ensino de Geografia: os espaços cotidianos na geografia escolar
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Data
2010-03-01
Autores
Santos, Laudenides Pontes dos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Trata-se de uma pesquisa sobre ensino de Geografia, tendo como foco a relação entre a realidade mais próxima do aluno e o conhecimento geográfico, no ensino médio. Como objetivo principal, buscou-se entender como as vivências dos alunos são mobilizadas pelos professores/alunos na educação geográfica, usando como ponto de partida a discussão do lugar dos alunos. O Lugar é a categoria geográfica que se refere ao espaço vivido, onde se estabelecem as relações mais próximas. A abordagem metodológica quanti-qualitativa foi escolhida, pois possibilitou traçar o perfil dos sujeitos pesquisados e ainda analisar as impressões desses atores acerca do tema em questão. Os instrumentos foram questionários e entrevistas; na análise, utilizou-se a Análise de Conteúdo. O campo da pesquisa foram três escolas da rede estadual da cidade de Teresina-PI. As discussões se deram a partir das reflexões de Cavalcanti, Callai, Kaercher, Lacoste, Carlos, Santos, entre outros. Considerouse também a proposta socioconstrutivista de ensino. Diagnosticou-se que os professores e alunos pesquisados admitem ser importante fazer essa integração entre o conhecimento geográfico e as vivências dos alunos, no entanto, foram evidenciadas muitas dificuldades nessa prática. Constatou-se ainda o quanto são ricas as vivências dos alunos e como eles têm a contribuir nas aulas de Geografia
It is about a research about teaching of Geography, focusing the relation ship between the nearest reality of the student ant the geographical Knowledge in the high school. As a main objective tried to understand how the experiences of the students are formed by teachers and students at the geographical education, using as a stating point discussion about the students’ place. The place is a geographical category which refers to ling place, where the nearest relationships are established. The quantitative-qualitative methodological approach was chosen, due to make it possible to trace the profile of the researched subjects and also, to analyze the impressions of these subjects about the theme in question. The tools were questionnaries and interviews, in the analysis we use the Analysis of the Contents. The field of the research were three state schools of Teresina-PI. The discussions occurred from the reflections of Cavalcanti, Callai, Kaercher, Lacoste, Carlos, Santos, et al. It was considered too, the socioconstrutivist proposa of teaching. We realized that the researched teachers and students admit to be important to do this integration between the geographical knowledge the experiences of the students, nevertheless, many difficulties were found in this practice. We still found how rich the students experiences are and how these still have to contribute in the Geography classes
It is about a research about teaching of Geography, focusing the relation ship between the nearest reality of the student ant the geographical Knowledge in the high school. As a main objective tried to understand how the experiences of the students are formed by teachers and students at the geographical education, using as a stating point discussion about the students’ place. The place is a geographical category which refers to ling place, where the nearest relationships are established. The quantitative-qualitative methodological approach was chosen, due to make it possible to trace the profile of the researched subjects and also, to analyze the impressions of these subjects about the theme in question. The tools were questionnaries and interviews, in the analysis we use the Analysis of the Contents. The field of the research were three state schools of Teresina-PI. The discussions occurred from the reflections of Cavalcanti, Callai, Kaercher, Lacoste, Carlos, Santos, et al. It was considered too, the socioconstrutivist proposa of teaching. We realized that the researched teachers and students admit to be important to do this integration between the geographical knowledge the experiences of the students, nevertheless, many difficulties were found in this practice. We still found how rich the students experiences are and how these still have to contribute in the Geography classes
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Palavras-chave
Geografia - Estudo e ensino, Espaço vivido, Conhecimento geográfico, Geography teaching, Ling place, Geographical knowledge
Como citar
SANTOS, Laudenides Pontes dos. O estudo do lugar no ensino de Geografia: os espaços cotidianos na geografia escolar. 2010. 158 f. Dissertação - (mestrado) - Universidade Estadual Paulista, Instituto de Geociências e Ciências Exatas, 2010.