Mestrado em Geografia (IESA)
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Item Políticas curriculares e atlas escolares municipais: contribuições para o estudo do lugar(Universidade Federal de Goiás, 2017-10-03) Honda, Janiane Divina dos Santos; Bueno, Míriam Aparecida; http://lattes.cnpq.br/9765282563578698; Spironello, Rosângela Lurdes; Reis, GeovanaThe concept of place is one of the essential concepts for teaching Geography in the early years of elementary school, because it allows the student to give meanings to the space in which he lives, to understand the relationships that it has with society in the construction of citizenship. The construction of the concept of place in teaching Geography come true for the content taught, that are suggested in the documents of the curricular policies applicable in the country and to serve as a reference for teachers to organize their work. Among such policies, are the law of guidelines and Bases (LDB), the National curriculum guidelines (DCN) and the National curricular parameters (PCN), that address the study of place in the initial years of elementary school. Also in this context, local curriculum policies. School mapping, also present in the curricular policies, provides opportunities for the study of place for being a language that works as representations of the geographical space in the school. Therefore, we must have means and resources to help the teacher and the student in this process. The municipal school through atlas of cartographic language, contributing to the construction of the concept of place in teaching Geography in a systematic and meaningful and thus constitute as materials relevant to the study of place, by articulating the relationship of the identity of the society with the space which is inserted and to which she belongs. The distributed textbooks to schools cannot cover the particularities of this same space. Therefore, this work has the objective of analyze the didactic-pedagogical proposal of Atlas Municipal School by establishing a dialogue with the curricular policies pertaining to the study of place in School Geography for elementary school. This investigation we chose a qualitative approach as most appropriate methodological option to the objective proposed. Through the research participant, undertake a theoretical analysis on the construction of the concept of place, policies governing educational curriculum on teaching Geography in Brazil in the state of Goiás and the monitoring of the use of the Municipal School Atlas Goianira (GO). In this sense, the subjects of the research were students and teachers from the first stage of the elementary school of the municipal schools of Goianira (GO). For data collection, the research had as methodological procedure the study and bibliographical analysis of public policies governing the education system in Quezon City and with direct observation, interviews with teachers and directors of school units governed by the Board of education of Goianira (GO). The final considerations point reflections about the potential trainer "of atlas municipal school for teachers and students, as didactic material that covers requirements for the study of place in teaching Geography in the early years of elementary school.Item Tateando a educação inclusiva: cartografia tátil no processo de formação de professores de geografia(Universidade Federal de Goiás, 2022-11-29) Morais, Enoque Gomes de; Bueno, Míriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Míriam Aparecida; Richter, Denis; Nascimento, Rosemy da SilvaSince School Inclusion is mandatory at all levels and teaching modalities, and with the teacher as the North in the effectiveness of this process, with his role as a mediator in the teaching and learning process and in the face of possible demands of work with blind students in Basic Education , since, in this context, Geography classes, when inclusive, require inclusive resources that allow accessibility and their uses also require adequate methodologies, and it is also important to discuss the ways in which these resources are mobilized in the classroom. since in the school context, when it comes to the inclusion of people who are blind or have low vision, the use of adequate resources and methodologies are essential. Since the literature review on school inclusion of blind students (VASCONCELOS, 1993; CARMO 2009, 2011; VENTORINI e FREITAS, 2003, 2011; FREITAS, 2011, 2017) points out that the absence of adequate professional training for teachers can make it difficult or even impossible to contemplate effective School Inclusion through Tactile Cartography as a didactic resource, whether in its adequacy or in its effective use. Thus, this research aimed to understand how the training of Geography teachers has occurred, focused on the inclusion of blind students through Tactile Cartography, especially after 2015 with the enactment of the Brazilian Inclusion Law. For this, in 14 Licentiate courses in Geography of public Higher Education Institutions distributed in the states of Goiás and Pará, analyzes were carried out both in the PPCs seeking the presence, or not, of Tactile Cartography as content of disciplines or as complementary activities, as well as analyzes in the projections of these courses, through their leaders on Inclusion and use of Tactile Cartography in initial training and even with teachers responsible for disciplines that address Tactile Cartography, on the perception of training working with blind students, where we could see that in most Of the analyzed courses, both the preparation for working with blind students and approaches with Tactile Cartography are not present, going against what the LBI advocates, but that in the projections of most of these courses this adequacy will come in the coming years.Item O ensino de Geografia para alunos surdos: a cartografia escolar e inclusiva na construção do conhecimento geográfico(Universidade Federal de Goiás, 2021-08-26) Oliveira, Josiane Silva de; Bueno, Míriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Míriam Aparecida; Santos Neto, Pedro Moreira dos; Richter, DenisDeaf education from an inclusive perspective has been increasingly discussed throughout the 21st century, however, when it comes to teaching Geography and its relationship with cartographic language and the use of Libras in the teaching and learning process publications are still scarce. Aware of this, this research aims to understand how the work with School and Inclusive Cartography enhances the teaching of Geography for deaf students in Elementary School II in the city of Imperatriz, in the state of Maranhão. Therefore, it was necessary to discuss the initial and continuing education process of Geography teachers to work with deaf students, as well as to present the theoretical-methodological paths for its use in the classes of this discipline. Specifically, we sought to systematize a course of didactic sequence based on the work with School and Inclusive Cartography for deaf students. Therefore, the means of investigation included the bibliographic research, supported by different authors, who discuss Inclusive Education, Deaf Education, Geography Teaching, School and Inclusive Cartography and the training of Geography teachers. Also, field research was carried out in 02 (two) schools of the Municipal Education Network in the city mentioned, and this moment was divided into two stages: the first stage refers to the application of questionnaires to Libras teachers and interpreters, as well as an interview with the coordination of the Inclusion and Attention to Diversity Sector (SIADI), responsible for implementing the inclusion policy. In the second stage of the field, the proposal for a didactic sequence was developed, which, as a result of the arrival of the Covid-19 pandemic, needed to be reformulated, using video strategies to apply the methodological path. Therefore, this study presents itself as a possibility to carry out a school work that considers and respects the differences of deaf students. This aspect can be evidenced in the results, which point to the importance of knowing how these individuals communicate and the resources and methodologies that the teacher can use in the classroom. For this, it is necessary that the teacher knows, even minimally, the language of the deaf and that Libras is present in both initial and continuing education. Another relevant aspect is that Libras teachers and interpreters need to develop collaborative work, as the absence of joint planning makes their work difficult, as these subjects have a training that does not provide them with the necessary bases to work with the contents of Geography. Furthermore, the work with maps for deaf students makes it possible to understand the spatialization of geographic phenomena, respecting the cultural and linguistic aspects of these subjects, as well as enhancing the teaching of Geography to these students. Aware of this, we highlight the importance not only of a school for everyone, but of teaching proposals in which everyone can learn.Item A escala cartográfica na ponta dos dedos: contribuição das maquetes táteis na construção da noção de proporção no espaço vivido(Universidade Federal de Goiás, 2015-03-06) Silva, Flávia Gabriela Domingos; Bueno, Míriam Aparecida; http://lattes.cnpq.br/9765282563578698; Sena, Carla Cristina Reinaldo Gimenes de; Richter, Denis; Bueno, Miriam Aparecida; Souza, Vanilton Camilo deThe School Geography, as well as the school in general, has the responsibility to allow civic education of their students, which, from critical and autonomous positions can transform their social realities. It is considered that the Cartography takes great relevance in geographical studies, since it allows to analyze phenomena and objects through its spatiality. Among the several concepts of Cartography stands out the cartographic scale, understood as the similarity ratio between the area in the real and its representation, in other words, it is a relation of quantifiable proportion. However, the notion of proportionality is built, first, in non-quantifiable terms, from the relations of first and second order and the establishment of perceptual measures. Therefore, understanding the cartographic scale can be better carried from the work with the notion of non-quantifiable proportion present in the student living space. Assuming that the visual impairment limits the apprehension and comprehension from the space, it becomes important think about on the construction of the notion of proportion and the concept cartographic scale with VIs students, since such knowledge can enable other learning in relation to Geography and contribute to the development of skills orientation and mobility of these students. In this context, it was defined as objective of this research assess the contribution of tactile models to understand the notion of proportionality and cartographic scale by the students with visual impairment. Therefore, was adopted as methodology, the method of participatory research, establishing as search field the Centro Brasileiro de Reabilitação e Apoio ao Deficiente Visual (CEBRAV). In this institution were made steps monitoring/observation of subjects of the research; materials test; elaboration, manufacture and evaluation of tactile models; planning and development of didactic sequence; evaluation and analysis of the proposal. It is noteworthy that the tactile models, built from the theoretical-methodological foundations of the Tactile Cartography, allowed the construction of the notion of proportionality non-quantifiable and some aspects of the concept of cartographic scale, enabling moreover, show alternative solutions to the understanding of this concept, in quantifiable terms.Item Ensinar geografia com a cartografia: a contribuição dos mapas mentais no processo de ensino-aprendizagem de alunos de ensino médio(Universidade Federal de Goiás, 2019-06-24) Silva, Gabriella Goulart; Bueno, Míriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Míriam Aparecida; Souza, Vânia Lucia Costa Alves; Richter, DenisIn the theoretical-methodological discussions about the teaching of geography, we seek the development and applicability of practices that enable the formation of students conscious readers of their space. In this perspective, the development of geographic thinking has a fundamental importance, since this knowledge when being constructed considers the everyday and spatial concepts that are formed by the practice of the individual in the geographic space, and the Associates the fundamentals and more scientific concepts of geography, which are developed in the school environment, seeking to analyze the spatial, social, economic and cultural phenomena by the perspective of a more critical analysis. In this sense, when studying about geographic content, it is also necessary to develop geographic thinking, while the production of this thought will enable a more meaningful and investigative understanding of the contents, and a more Daily practices of students, as individuals producing space. For this process to be possible within the geography classes should also be considered the spaces closest to the reality of the student, conceiving them as a field of research and investigative action for the classes, addressing the everyday landscape from the Spatial and geographic aspects. In this context of teaching and learning, it is necessary an instrument where the student can materialize the geographic thought produced in his level of knowledge, therefore, the cartographic language of the mental maps was sought, the resource of representation Where the student can express his geographic impressions of the space and its phenomena. To the extent that the elaboration of a cartographic representation provides conditions for students to express their spatial knowledge, and in this case they can also make critical and geographic reflections on the space of representation, using the Cartography elements. The materialization of geographic thinking through the production of the mental map was waided by a set of classes, where the contents were explored through the classroom classes and an exploratory field work. From this context, the general objective of this research is to analyze the potential of mental maps as an instrument for the construction of geographic thinking in high school students. To this end, a qualitative research was developed in the modality of action research, which predicted an articulation between the theoretical framework and the field, the latter consisting of: didactic sequence, fieldwork, questionnaires and the production of esketch maps. It was possible to note that the production of the mental maps, together with all the methodological strategies that preceded it, contributed to the construction of the geographic thinking of the students, since they began to interpret their spaces of experience by A more conceptual and scientific perspective. It can be affirmed, therefore, that the mental cartographic productions assist in the construction of geographic knowledge, thus contributing to a more meaningful teaching of geography.Item A formação continuada de professoras do ensino fundamental I, a partir do atlas escolar municipal de Trindade (GO)(Universidade Federal de Goiás, 2014-04-30) Silva, Karine Araújo e; Bueno, Míriam Aparecida; http://lattes.cnpq.br/9765282563578698; Bueno, Míriam Aparecida; Oliveira, Ivanilton José de; Lastória, Andrea CoelhoEl abordaje del contenido de Cartografía en la enseñanza de Geografía muchas veces es considerada por los profesores un asunto de difícil comprensión, acompañado de muchas dificultades en todos los niveles de enseñanza. Si los profesores formados específicamente en el área de Geografía enfrentan esa dificultad, los profesores formados en cursos de Pedagogía, que necesitan trabajar con Cartografía en la Enseñanza Fundamental I, enfrentan dificultades aún mayores. La Cartografía está presente en el currículum, y es uno de los ejes temáticos en el que se insiere el estudio del lugar programado para la Enseñanza Fundamental, específicamente para los 4º y 5º años. Como norteadores de la elaboración de los contenidos, están presentes las consideraciones curriculares de la LDB, de los PCN y del Currículum Referencia de la Red de Educación del Estado de Goiás que, a pesar de no ser obligatorios para la práctica docente, deben servir de referencia para el profesor organizar su trabajo. Las políticas públicas de Educación enfatizan la importancia del abordaje espacial, local, en las primeras series de la escolarización, sin embargo el profesor no cuenta con materiales didácticos que abordan la localidad, y los que existen representan, casi siempre, un espacio focalizado en diferentes realidades del país que no pertenecen a la identidad del educando. Este trabajo tiene por objetivo analizar y contextualizar la práctica docente de profesores de la Enseñanza Fundamental I, que actúan en la enseñanza de Geografía en la red pública municipal, relacionándola con la utilización del Atlas Escolar Municipal de Trindade como una propuesta de formación continuada de profesores. Para alcanzar ese objetivo colaboramos en la elaboración del Atlas Escolar Municipal de Trindade, para permitir al profesor y alumno, percibir, representar y conocer el espacio geográfico en que está inserido, en una visión curricular local, regional y contextualizada. Las consideraciones finales indican que el Atlas Escolar Municipal de Trindade, atendió y suplió, de modo original y satisfactorio la necesidad de material específico sobre el municipio, bien como instrumentalizó el profesor, yendo más allá de la función pedagógica que se propuso, cuya propuesta, promovió el dominio teórico-crítico docente.