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Item Análise do conteúdo de climatologia em livros didáticos de Geografia do 5 e 6 ano do ensino fundamental(2012) Nervis, Deize Elaine; Souza, Malu Ítala Araújo; Alves, Adriana OliviaThe study of the interaction between the land surface and the atmosphere has always been necessary because from observation and analysis of climate dynamics, we have questions to think about social and economic development of society. Through the collection and interpretation of data and climatic phenomena, we can get direct implications for agriculture, health, weather disasters and other activities. It is in this context that this article allows an interaction between the school and the contents in textbooks of climatology, as it is this theme is the experience of the students and are also skills curriculum of Geography. Given this climate meet, how the elements, factors, and variants interact phenomena is of fundamental importance for the students of the lower grades of basic education. Therefore we analyze how content is approached in climate Textbook of Geography, as this is being discussed with the students. The research in question part of several guiding questions related to the content of this climatology in Geography textbooks. To support our research pointed questions like: How are organized units and climatological knowledge in textbooks of the 5th and 6th year of elementary school? How are pointed methodologies for learning knowledge? How is it structured content analysis in geography textbooks? What are the implications of climate studies in structured textbook, from the standpoint of conceptual, factual, procedural and attitudinal? And what are the methodological proposals presented in the textbook? We understand how critical role of education is the awakening of a new school for the training of citizens, men and women are able to understand and interfere with their social reality. Starting from the idea that knowledge is unique, we believe that geography can not be decontextualized from the reality that it seek explanations. So, as we reflect the contents of climatology are present in textbooks and should not be separated from the experience of the students. In this sense, we justify the need to understand the use of the book in public schools as a key teaching resources teacher and student, and the approach that climatology is presented in the same geographical. The choice of this content was mainly because I like this theme, and realize that in a previous analysis of some collections of textbooks, this content is still not evident. It seeks to answer how the units are organized and climatological knowledge in textbooks analyzed, as it presents the methodologies for learning knowledge, the application of intervention methods to supplement textbook teaching contributes to the process of teaching and student learning . This study aims to analyze the contents of Climatology present in textbooks Geography of the 5th and 6th year of elementary school. Use of Textbooks in Brazil according Avila (2008), was more evident from the 1970s, but this was always studied pedagogical tool, especially for having become a marketable product and to have a destination and a certain public specific. There are also questions about how the textbook is used by teachers. How this tool contributes to the formation of knowledge and learning of the students, and the teacher has the Textbook a framework where it can be safe to base. In this sense, the content was researched in nine climatological Textbook of Geography, nine and seven 5th Year 6th Year of Basic Education, (following the criterion of most textbooks used by public schools in the Metropolitan Region of Goiânia). Importantly, the content of Climatology is more evident on the 5th and 6th of elementary school, hence the choice of these levels for research. To this end, we seek to build on theoretical issues related to the textbook while, scaffolding, tools for evaluating the textbook PNLD, PCNs and Curriculum Guidelines, the contents climatological found in academic books and textbooks, as well as reading area school education and didactic pedagogical practices. He was made the literature concerning the contents climatological related, factors, elements and weather phenomena, concepts, theoretical perspectives, among others. About the analysis in textbooks was observed climatological content, content factual, conceptual, procedural and attitudinal. In the books analyzed were found different ways of approaching this topic in some, content is discussed in detail and other content this is very simplified. The search results are organized in three main aspects. The first is a discussion of the textbook, how it is produced, for whom it is produced and the use of this tool in the classroom. It also discusses the profitable product that he became. Below are explained the forms of mediation with the textbook and some problems it still loads and classification steps of the collections by PNLD. Next is discussed the research methodology and content of Climatology in curriculum documents at the national, state and local, as well as an analysis of the contents, with reference Zabala (1998) called factual, conceptual, procedural and attitudinal (FCPA), we present also graphs and tables that refer to research in the Municipalities of RMG. Finally is presented the analysis of the textbooks of the 5th and 6th year of elementary school to the content of Climatology, this content is discussed as are worked following criteria (FCPA). Finally, we present some final thoughts on the climatological analysis of the content found in textbooks, such as perspectives for teaching this subject in Geography.Item Elaboração de materiais didáticos pedagógicos em climatologia geográfica: abordagens sobre o impacto hidrometeórico na Região Metropolitana de Goiânia-RMG(2012) Alves, Adriana OliviaThe research in question, it is a qualitative research in education, with various techniques employed, among them stand out collaborative research, focus groups, participatory research and action research. Research is reflected in the elements and phenomena of urban climate in the Metropolitan Region of Goiânia - RMG - and its use in teaching Teaching Geography, with specific content climatology through the production and use of instructional materials. The specific objectives of this research can be listed as follows: a) understand the differences between elements, factors and variables that make up the urban climate and produce data in RMD b) characterize some phenomena that afflict the urban climate in RMG, such as inversion thermal, heat islands, rain impacts, thermal comfort X afforestation and suspension of air pollutants c) Form a database and generate cartograms, graphs and tables on some cities that make up the RMG d) Develop educational materials on elements and phenomena of urban climate in RMG and its articulation with the Teaching Geography e) Expand the partnership with teachers of Basic Education in the production of educational materials for teaching Geography, e, f) Disseminate the results of research in scientific events, and in-service training activities with school teachers. The methodology is based on collaborative research with the participation of researchers in the field of Teaching Geography and Climatology of UFG, teachers of Geography Education Network Municipal and State of Goiás Goiania, technical Meteorology undergraduate degree course in Geography, Master and doctoral students in the Graduate Program in Geography at UFG. The development project includes the participation of a team of researchers from various performances, which are technical, academic and teaching staff, related to the Teaching of Geography and Climatology of UFG, teachers of Geography Education Network Municipal and State of Goiás Goiania, technique in Meteorology, undergraduate students of Geography undergraduate, Master's and doctoral students in the Graduate Program in Geography at UFG. Importantly, this research is developed in the Laboratory of Studies and Research in Geographical Education - LEPEG - at UFG, there is a conducive environment for the construction of research that contributes to the effectiveness of teacher of Geography in a more academic. This likely stems from the establishment of a Research Network-City Teaching REPEC. Established in 2007, this research group has conducted several studies: four issues on RMG (one on mapping, on the other basin, one on urban, other urban violence, population dynamics). We highlight the advances in terms of work fronts, including a) Preparation of textual chapters of the issue b) Planning and design of interactive website in geographical climatology c) Preparation of didactic and pedagogical experiences in climatology, especially the Mini Weather Station, and d) Survey of climatic data (rainfall, temperature and humidity) by installing thermo hygrometers in RMG. Referring to approach the Urban Climate System (UCS), this time we also present some reflections about the impact hydrometeoric in Metropolitan Goiânia - RMG, which has caused various disorders in the population due to the urbanization model (dis) orderly employee . The initial reflection that points right now turns to the Teaching of Physical Geography pointed by Suertegaray (2003) points where the question "Why teach in Geography (Physics)?" To deepen the "form what should be (and is can) teach? ". Through this inquiry, pointing to the second level of investigation that is what the meaning of the contents climate in Teaching Geography? Thus, points up some attitudinal and conceptual possibilities, either through the incorporation of environmental issues or category landscape, is the analysis of climate dynamics through an understanding of the elements and phenomena within the approach of urban climate. In urban areas, due to the usage model and occupation established in the city, the operation processes of water transfer is significantly altered, causing changes in sensitive normal circulation of the water. These changes are related to so-called urban soil sealing, ie, preventing the infiltration of rainwater due to the coating surface by impermeable materials. In this model, highlighting the paving of roads, the concrete cover in the open spaces in urban residential lots as well as the channel closed in watercourses. It is expected that by the end of this research, the teaching materials produced during the project development, can contribute to the improvement and efficiency of the contents of physical geography, with particular attention to those linked to the approach of geographical climatology.Item Estratégias de ensino e mobilização dos conteúdos do clima na Geografia escolar: possibilidades de ação didática por meio de materiais didáticos(2012) Alves, Adriana OliviaThis paper discusses some theoretical and methodological assumptions of teaching strategies, teaching the content in Geography School climate and the trajectory of development of educational material - issue. It starts with the discussion of possible strategies while raising theoretical and practical contents (know-how) in order to mobilize the contents climate in Geography School. Since the goal of supplying the demands of teaching and learning of recurring themes in teaching and in school life in the Metropolitan Region of Goiânia (RMG). These issues, as well as this research emerged due to the development of joint work of teachers of the State Public Education of Goiás, Goiânia City, graduate and post-graduate students and university teachers who teach educational content and specific Geography.Item As oficinas escolares como estratégia de ensinagem para o ensino de climatologia Geográfica(2012) Antônio, Emmanuele Rodrigues; Alves, Adriana OliviaThis work will be through a survey of Scientific Initiation which is in its start-up that aims to assess, plan, and evaluate strategies while school workshops ensinagem content of climatology. The proposal aims to analyze the school workshops as a contribution in the process of teaching and learning, acquiring knowledge of students through lessons more interactive, with a playful content through differentiated instructional approaches. So these strategies can have a better use of knowledge, as the student teacher as transmitter and receiver of knowledge, where all subjects involved in this process can have a total interaction, because the art of teaching and learning is not something solitary, but of the whole school involved in the mediation, which is individually or in groups. This research is part of a larger project entitled: Elements and phenomena of urban climate in the Metropolitan Region of Goiania - GO and its use in teaching research relates Climatology Network for Research and Education City - RePEc where an issue is being produced climate of RMG. Aiming at improving the teaching and learning of school education in the city using examples on climatology so that students can relate to your everyday life, content exposed. The booklet offers entertainment content to facilitate the teaching-learning process that propose the involvement of undergraduate, graduate, teachers of the Network of Basic Education and Higher. The research is justified in a small approach on teaching geographical climatology, allowing more people to come and develop an interest in work related to this area of education. Through this work we aim to teachers to improve their knowledge in new didactic and pedagogical techniques of teaching and learning so that they have an effective performance to teach the Climatic content to their students. In order to reveal a new way of using ensinagem techniques for teaching students with geographical climatology of the final years of primary school, the choice of higher education is justified by the greater concentration of content related to climatology and geographical curricula guidelines education and also thinking that the small age range of students, play activities allow further development in teaching and learning, because they leave less expository classes, ie, more dynamic, interactive and with better results in the assimilation of the content taught. Have the teachers of geography teaching strategies emerge as an alternative methodology that can assist in building climate concepts to students, allowing classes more participatory, promoting dialogue and debate among the subjects of the teaching process. These techniques are discussed in school workshops with the aim of revealing and understanding the role played by ensinagem strategies, with the development of didactic-pedagogic, assessing how students assimilate this content that will be passed through this methodology, which avoids the traditional model of lectures and dialogued in order to make lessons more participatory and in different environments such as laboratories and classrooms environments, so expect more interaction of student, teacher and content to be studied geographical climatology. The differentiated teaching strategies enable teachers of Geography using new techniques to develop critical thinking of students, to promote the construction of knowledge. Thinking about this proposal, which we believe the workshops enable and make the school environment more dynamic and interesting, both for faculty and for students, we are developing research in order to create and establish methodologies for teaching Geographical Climatology. Our research is developing, in which we are conducting a literature on thematic strategies ensinagem, teaching demonstration, technical workshops, teaching Geography and Climatology. Soon after this phase there will be disseminated to the public school system of the RMG; research didactic-pedagogic experiences in books and textbooks of climatology, the formation of a group of experimental implementation of workshops for teachers, in which they evaluated the relevance of the strategy because they would get better results together students, leaving the suggestions for improvement of these techniques ensinagem. So pick a school for implementation of workshops with students, to check how the workshops enable improvements in teaching and learning of students. Assess the relevance and contribution of workshops on teaching and learning process, such as the contents of the workshops that were clarified and not by the students, which they had difficulties and what proposals to overcome them. Finishing with a report scoring results of the work. On completion of this research aims to collaborate in the teaching learning content climatology, intensified through the mediation of didactic and pedagogical workshops in grades 6th year of elementary school. That may assist in further studies related to geographical climatology related to education, because few references to this theme. Along with the experimental group of teachers from public schools is expected that these teaching strategies contribute to their learning approach with the university allowing the strengthening of the process of continuing education for teachers of Geography. That along with students at higher assimilate the contents of geographical climatology through school workshops. For us future teachers to discuss the importance of teaching strategies, establishes broad contribution to our teacher training. Emphasizing that during the course of this work experience in undergraduate research and academic education will have a broad contribution that through bibliographic analysis of the content and processes of climatology didactic teaching, interaction with students in the application of geographical climatology workshops where can evaluate the entire process of teaching learning from research, planning, implementation and evaluation of workshops as contributing to the student in the process of teaching and learning with their better assimilation of the content. May develop in students and in us critical thinking about geographical climatology.Item Os projetos pedagógicos dos cursos de formação de professores de geografia após a aprovação das diretrizes curriculares nacionais(Denis Castilho, 2019-04) Morais, Eliana Marta Barbosa de; Alves, Adriana Olivia; Bueno, Miriam AparecidaThe objective of this study is to analyze the training of Geography teachers in different Institutions of Higher Education (IES) in Brazil, evaluating the changes that occurred in the initial formation in the period from 2002 to 2012 according to the National Curricular Guidelines (DCNs). This is a collective research carried out within the scope of the Teaching and Research Core in Geographic Education (NEPEG), which brings together researchers from different Brazilian IESs. The problematic of the formation of Geography teachers in the scope of the DCNs involves the political context of the Brazilian education; the scenario of its implementation; and the impacts already perceived in the training of Geography teachers in function of these DCN's. This article will present the first stage of the research, that is, the analysis of the pedagogical projects of the institutions involved, to understand the relation of the project with the DCNs; the conception of the stage and practice as a curricular component; the relation between theory and practice; the position and the time load of the pedagogical disciplines, highlighting the convergences and divergences regarding the clash between legislation and pedagogical project.