O trabalho de campo e a música como metodologias para a abordagem da vegetação no ensino de Geografia

Abstract

This text presents fieldwork and music as methodologies aimed at students' learning in school Geography. The article is based on the perspective that knowledge is enhanced when a connection is established between students' everyday lives and the use of different methodologies. The questions that guided the research were: to what extent fieldwork has been implemented in the construction of pedagogical content knowledge and whether, in its implementation, the use of different methodologies has been mobilized to promote students’ participation as active subjects in the teaching and learning process. Another question raised was whether undergraduate Geography teacher education programs have promoted the preparation of teachers to work with fieldwork grounded in clear theoretical- methodological frameworks for Basic Education. The objective of the text was to discuss the importance of fieldwork and music as methodologies for learning topics related to vegetation in Geography education. To achieve this objective, bibliographic research was conducted, teaching materials were developed, songs were selected and listened to, and fieldwork was also carried out. As a result, the following stand out: students’ engagement during fieldwork; the production of parodies, rhymes, and poems about vegetation; and the consolidation of knowledge related to vegetation. Thus, fieldwork provided experiences that brought music and students’ everyday lives closer to systematized knowledge elements that are valued in teacher education programs.