A aula expositiva dialogada como procedimento metodológico para a abordagem da temática relevo na geografia escolar
Carregando...
Data
2017-09-22
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
The present dissertation, entitled the expository class as a methodological procedure for the
approach of the thematic of relief in the School Geography, has the general objective to
analyze the role of the dialogic expository classroom for the construction of knowledge
about the relief in the School Geography. And as a specific objective to evaluate the
contribution of the current methodologies used by the Geography teachers of the State
Education Network of Goiás (REE) for the teaching of content in Primary Education (EB);
To understand the conception of the lectures of the teachers of Geography and how they
mobilize this conception to teach the content of relief in the REE of Goiás; To elaborate
the conceptual system of relief with a view to its approach in teaching; And, to propose
dialogic expository classes associated to different didactic procedures as methodologies for
the teaching of the relief in the BS. We understand that geographical science seeks to
understand the relationship between man and nature. In considering the work with
geographic space, this area of knowledge provides means to understand the spatial order of
things and, consequently, changes occurring in time and space, thus forming the
consciousness of the subject. Given this context, we selected as basic elements the dialogic
expository class and the emphasis to foster our reflections, supported by the following
questions: How the classes have been worked with content relief in the EB? These classes
contribute to the critical training of students? Teaching strategies in the work with the
relief favor the understanding of the conscious interaction between the subject and the
production of the geographical space? The methodological procedures enhance dialogue
as a basic element of teaching practices? In order to respond to these questions, we
developed the present work under the foundations of qualitative research, through a case
study. In order to understand the conception of the lecture lecture of these teachers and
how they mobilize the thematic relay in the EB, it was carried out questionnaires and
observation of the classes of two classes of the seventh year of two teachers and analysis of
the textbooks adopted by the teachers. As a result of the research, it is concluded that in the
classroom work, teachers develop a non-dialogic classroom, strengthening the construction
of decontextualized knowledge while, through the dialogical bias, favorable conditions are
created for the construction of meaningful knowledge to the students because this spatial
component facilitates the construction of this type of knowledge by awakening in the
students the understanding of the social contexts of their coexistence. With a view to
strengthening its approach in teaching, we elaborate the conceptual system of relief and
propose dialogic expositive classes associated to different didactic procedures as
methodology for the teaching of relief in EB. Our intention is to provoke reflections that
favor educational praxis and a more egalitarian social life.
Descrição
Palavras-chave
Citação
JESUS, Edson Oliveira de. A aula expositiva dialogada como procedimento metodológico para a abordagem da temática relevo na geografia escolar. 2017. 122 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2017.