A geografia nos anos iniciais do ensino fundamental: entre a realidade e as possibilidades

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2015-03-19

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Universidade Federal de Goiás

Resumo

This research is about the teaching of Geography and integrates the Teaching and Learning Research Line in the Graduate Program in Social and Environmental Geography Studies from the Institute of Geography at the Federal University of Goiás and the Laboratory of Studies and Research in Geographical Education - LEPEG. Geography was considered and investigated as an important field of knowledge to be acquired by the child from his first formative experiences in childhood, especially from the educational processes of the early years of elementary school. The main objective was to understand and analyze the reality and the possibilities of school geography in the early years of elementary school. Those who participated in this survey were teachers in the early years of elementary school who currently teach students in the 2nd and 3rd years of a selected public school selected in the Municipal Network of the city of Barreiras, Bahia. The construction of this object of study began with, above all, the formative experiences of educators teaching Geography in a public institution of higher education in Bahia, seeking to understand, in all the training processes, how to teach and how Geography is taught in the early years of elementary school. For the production of knowledge, research was guided in a qualitative-descriptive method (LUDK; ANDRÉ, 1986; MINAYO, 2002; André, 2005), using the following data collection instruments: literature review, document analysis, open question questionnaires, thematic workshops, observation and narrative. To investigate and explain that geographical and didactic knowledge in geography should be worked in the course of study for the early years of elementary school the following were adopted as a category method: praxis, by observing relations, contradictions and form of organization following key concepts, such as geographical knowledge; the course of pedagogy and teacher training; primary education in the early years in the Municipal Network of schools in Barreiras, Bahia. It is understood that, in school, Geography, the relevant conceptual benchmark for the development of spatial reasoning depends on the theoretical and methodological principles of understanding of space. And these should be developed when selecting the content, linking them to the analytical categories of geography: space, landscape, location, territory, region, network, society and nature, it is possible to transform the geographic content in thinking tools of students for the development of spatial reasoning, Callai (1996, 2000, 2011), Cavalcanti (1998, 2008, 2005, 2012), Castellar (1999, 2009, 2010) and Libâneo (2009, 2010). Research has shown that school teaching content of Geography should be conducted in the early years of elementary school through approach that relates to society and nature in the construction and organization of space. It was possible to see that thematic blocks and Geography contents are defined in the school curriculum, covering topics related to the study of the local landscape, the experienced and perceived space, referring to the student‟s everyday experience. This study found that working with Geography in the early years of primary education points to a specific link between the school, the reality lived and the community, which gives important significance to this school subject for an education and for citizenship. The teaching of Geography is required by the SME in Barriers, with allocation of hours to this subject, and it is a confirmed reality at the school studied.

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Citação

BOMFIM, M. V P. A geografia nos anos iniciais do ensino fundamental: entre a realidade e as possibilidades. 2015. 229 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2015.