A aula expositiva de Geografia: caminhos possíveis para a construção do pensamento geográfico na escola
Nenhuma Miniatura disponível
Data
2022-03-17
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
In the geography lectures, it is necessary that students understand the phenomena from the spatial
logic and everyday practices relationship in intention to understand about the phenomena that
occur in the world, being these close to those far from their social practices. Therefore, the research
problem of this work is to investigate whether the lecture of Geography has been constituted from
the idea of the development of geographic thought, presenting, in fact, the elements that
characterize the geographic identity. It assumes the hypothesis that it is necessary in the Geography
classes’ elements are present those can lead students to the development of geographic thinking,
such as the map and other cartographic products. It is believed that when the teacher combines the
geographic discourse - through the geographic method - with the cartographic language in the
Geography class, he strengthens the construction of geographic thought. The objective of this
academic research, in general, is to analyze which elements and contexts identify and bring the
class of Geography in High School up in the perspective of the construction of the geographic
thought. The study took as a background the relevance of improving the quality of the teaching and
learning process, especially the development of geographic concepts as a means for the
development of students' thinking in a way that they can change their view of reality. Thus, it is a
qualitative study, using established techniques for this type of research, such as observation,
interviews, data processing via computer software (Nvivo) and content analysis (BARDIN, 1977).
The theoretical-conceptual point of view, the study was based on the following axes converging to
the research object: first of all it considers the reflections on geographic science; second it focuses
on Learning Theory and Didactics; third, it highlights the teaching of Geography and the
development of the lecture; and, finally, reflections on School Cartography and cartographic
language were considered. In general, the analysis of teaching practice revealed the presence of
elements that favor the development of geographical thinking in the classes; however, it occurs
unconsciously by the teachers many times. Another aspect reveled in data analysis was the
relevance of the map uses in the geographic cognitive development in the expository classes,
although it is recognized that is necessary to integrate students in the process of reading and
elaboration of maps so that can express the student’s view of spatialization of the phenomena and
the relationship with reality
Descrição
Citação
OLIVEIRA, L. B. A aula expositiva de Geografia: caminhos possíveis para a construção do pensamento geográfico na escola. 2022. 309 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2022.