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Navegando IESA - Artigos publicados em periódicos por Autor "Alves, Adriana Olívia"
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Item As intervenções da arte de rua no centro de Goiânia/Goiás: o mapa representando as resistências sociais do lugar(2022-12) Azevedo, Mariângela Oliveira de; Alves, Adriana OlíviaThe Geographical space, as a social construction, is manifested in the diversity of languages that reveal and/or omit phenomena. But which languages can be relevant to think about the place/world based on geographic thinking? Cartography has been historically configured as the privileged language of Geography, however, along this path, the form of maps construction reaffirmed Eurocentrist and Euclidean. It discards cultural reference elements, suppressing the cartography's social function, which is to give visibility to human experiences in places, contemplating space in the multiple ways in which it can be experienced. In this article, we seek to present a discussion about a social cartographic representation that configures itself as a dimension of political and cultural resistance. We consider that it is possible to represent space using different languages since space is multiple and dynamic and not just metric and static. We intend to problematize the relationship between urban art, geography, and cartographic representation, thinking about the space in Goiânia's downtown, in which we carry out a field activity for the subsequent elaboration of a map, presented at the end of the text. Through this proposal, we aim to provoke possible pedagogical trajectories to be experienced in school geography, to teach more critical, creative, and transforming reality, via spatiality.Item Maquete geográfica como proposta didática para abordagem do componente físico natural-relevo no ensino de geografia(2022-12) Silva, Ricardo Faria; Alves, Adriana OlíviaThe approach of the physical-natural component, integrated relief with other physical-natural components (rock, vegetation, hydrograph, soil, water, climate), social (economics, culture, politics) in the school experience scale are considered essential for the geography teaching. However the geographical researchers in the Field of geography teaching Who investigate the physical-natural and social components referenced in this research claim that the approach of these space components in Geography School, in this case, the relief is carried out in isolation, therefore it is not taken taking into account the anthropic factor, the experience scale and the relation between the other physical-natural components, thus, the main goal of this work is to propose the elaboration of the geographical model of the Rola stream hydrographic watershed as a teaching strategy for the approach of the physical-natural component relief in an integrated way with the other physical-natural and social components in the geography teaching. A bibliographical review was used in forms of books, articles, essays and theses that deal with the physical-natural and social relevance and the importance of the geographical model in geography teaching. Subsequently, acquisition of low-cost material and the elaboration of a model f the Rola stream hydrographic watershed. It’s believed that in teaching practice, the teacher must have several teaching resources to mobilize geographic knowledge. Thus the geographic model is a very important resource in the students’ education process as it makes it possible to work with the physical-natural components and social in an integrated way and also with abstract content such as relief, curves considered difficult in Geography School due to the way in which how its approach has been addressed.Item O potencial do uso do desenho e do conceito de paisagem para o ensino de componentes físico-naturais com crianças dos anos iniciais de escolarização(2019-11) Queiroz, Fabiana Rodrigues Oliveira; Alves, Adriana OlíviaThis work has its origins in a doctoral research, in progress, located in the field of Geography Teaching and seeks to contribute some reflectionson the teaching of this curricular component in the Early Years of schooling, from a look that turns to the childrens, target of the process teaching. The childish’s drawing, understood as a language very present in childhood add up an important concepto of Geography: the landscape, as a possibility to forward teach Geography topics with school children. Here, we make notes about physical-natural components, but that can be extended to other topics in the Geography. To this end, we seek to establish dialogues between the fields of the childhood, of the childhood's geography and the teaching of the geography. Based on the theoretical references of the following authors: Vigotski (2009), Cavalcanti (2013, 2012), Callai (2013, 2014), Morais (2011,2013), Marques (2006), Miranda (2005) e Lopes (2008, 2009, 2017). The work is anchored on the assumptions of qualitative research of the participant type and features the use of the childish’s drawing as a valuadeteachingandresearch strategy. If, on the one hand, it is essential that historically systematized knowledge, such as that of geographical science, be appropriated by cultural-historians in their process of humanization, onthe other, it is essential to consider in process atspecificities of persons. In this line, we consider that the articulation between drawing and the concept of landscape contribution to the construction of knowledge related to the teaching and learning of physical-natural components such as relief and vegetation.Item O trabalho de campo em bacia hidrográfica no ensino de geografia e os componentes físico-naturais(2020-06) Borges, Mavistelma Teixeira Carvalho; Alves, Adriana OlíviaThe main objective of this article is to present the teaching strategy of fieldwork in hydrographic basin as a methodological proposal to enhance the mobilization of the physical-natural components. The conception of fieldwork developed in this investigation is based on a procedural, critical and participatory approach. It is procedural because it establishes a set of didactic sequences in the teacher’s school planning, namely, pre-field, field and post-field. It is critical when developing investigative mental operations that corroborate in the questioning and reflective thinking with schoolchildren. And, finally, it is participatory because it develops the joint organization of students in planning, research and registration during the realization of this teaching strategy. It was guided by qualitative research in education associated with the participant research genre, by involving the researcher and investigated subjects in a public high school environment in the city of Porangatu-GO. The investigative path revealed that the development of fieldwork in the hydrographic basin of the Barreiro-GO stream potentiated the construction of themes, contents and physical-natural components linked to the relief, hydrographic network and environmental impacts in School Geography. The fieldwork proposal developed a vision of integration supported by the conjunction of the concept of landscape when articulating the space experienced by students in reading the world, recognizing them as active subjects of their process of knowledges apprehension.Item Pressupostos acerca dos componentes físicos geográficos nos anos iniciais e o papel do professor no processo de ensino e aprendizagem dos conteúdos(2018-09) Galvão, Izabelle de Cássia Chaves; Alves, Adriana Olívia; Souza, Malu Ítala AraújoThis work is consubstantiated in the reflection on the world reading, during the construction of the knowledge of the students in the Beginning Years. To enable schoolchildren to recognize the environment in which they interact, coexist and grow, are some prerogatives for physical elements to be able to compose citizenship formation, to enhance and favor geographic reasoning. The objectives of this work are based on analyzing the reading of the world, so that the contents of the physical elements of Geography become relevant for the students who learn them. We believe in the potentiality of teaching these contents, starting with the reading of the world, since it precedes the reading of the word. It is also in this text, to discuss issues related to the teaching of Geography and teacher training, in order to understand how the contents are mobilized with reference to reality.