O conceito de lugar no livro didático e o processo de ensino-aprendizagem
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2014-11-07
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Universidade Federal de Goiás
Resumo
This dissertation, entitled The concept of Place in the didactic book and the teachinglearning
process, is focused on the matter of the not so discerning use of the didactic
book in the geography classes, its subtle contribution to the citizen formation of the
students and the effective learning of the geographic knowledge. The research had the
intention to answer the following questions: what have been the conceptions of place
brought by the didactic works of regional nature used in the state of Goiás during the
early years? How do the teachers absorb the concepts of place pointed by those works
and how do they use these concepts during the teaching-learning process? From what
has been exposed, the research had as aims: to analyze the practices and the theoretical
conceptions brought and propitiated by the didactic books of Geography that have
regional characteristics of the state of Goiás and the introduction of these notes in the
classrooms of Elementary school concerning the meaning of place; problematize the
Geography that is brought by the didactic books, discuss the different basis to the
construction of the concept of place in the academic Geography and in the school
Geography; to interpret and to analyze the practice of those who works directly with
the formative process in the early years – the teacher. In the ambit of the school
Geography, especially in the early years, the concept of place is understood as an engine
that improves the learning-teaching process, that is why it is important to comprehend
how this concept is presented in the didactic books used in the classrooms. The
qualitative approach, ruled specially by the dialectic, was used to develop this work.
The data collection of the research happened through the documental investigation in
the didactic book 32140L1629 endorsed by National Didactic Book Program – 2010
and 2013, PNLD Edict and Didactic book Guide. The analysis of the content that was
part of the researched works was sought during the research, in the lights of historicalsocial
learning theory and the academic knowledge built about the school Geography.
The interview done with an early-year teacher was another methodological procedure
adopted in this research. In this dissertation, it‟s found the teacher and the researcher‟s
view about the didactic book in constant dialogue with thinkers of the mentioned areas.
According to what was researched, by correlating different theoretical positioning about
place it is possible for the student to have an apprenticeship close to his/her reality and it
also makes possible that this student gets closer to realities that are not so familiar to
him/her. In order to this approach can occur, the teacher needs to understand
himself/herself as the subject of his/her practice and as a mediator in the knowledge
building process. This way, the teacher cannot assign this function to a material that is
just a support for him/her.
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SILVA, Luan do Carmo da. O conceito de lugar no livro didático e o processo de ensino-aprendizagem. 2014. 146 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2014.