IESA - Instituto de Estudos Socioambientais

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Navegando IESA - Instituto de Estudos Socioambientais por Por Orientador "Alves, Adriana Olívia"

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    Fazendo Arte na Geografia Escolar: O lugar-Cerrado nos Anos Iniciais do Ensino Fundamental
    (Universidade Federal de Goiás, 2024-03-27) Azevedo, Mariângela Oliveira de; Alves, Adriana Olívia; http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olívia; Ribeiro, Miriam Bianca Amaral; Olanda, Elson Rodrigues; Queiroz, Fabiana Rodrigues Oliveira; Morais, Eliana Marta Barbosa de
    This research was based on desires present in our teacher training - for an educational action linked to the transformation of reality, permeated by teaching-learning processes with a view to an emancipatory education. In turn, these concerns have led me to school geography, a field in which I work as an elementary school teacher in the Early Years. From this experience, convergences emerge with academic-scientific production in the field of geography teaching and learning, which has long pointed to the need to appropriate teachinglearning practices with more meaning and significance and new languages, advancing in the observation of mechanistic methodologies that are disconnected from reality. These arguments led us to the initial problematizations for this research, through which we set out to think about teaching and learning in School Geography, indicating Art as a creative language for the construction of geographical knowledge in the classroom. To this end, we approached the Cerrado as a theme - essential and urgent geographical knowledge to be addressed in elementary school. The Cerrado is currently suffering the direct impact of neoliberalism, ideologized in the service of hegemonic interests, especially represented by economic activities aimed at agribusiness. The impact of this condition is multidimensional and requires interventions that permeate the classroom from the earliest school years, in order to form a critical awareness of the issue. In order to bring the complexities of the Cerrado closer to the teaching and learning of Geography in the Early Years of Primary School, our work proposed conceptualizing place-Cerrado, arguing in favour of place as a geographical concept that materializes the Cerrado in a meaningful way for students at this stage of education, as well as providing critical analyses of the world as a whole in an integrative way. The qualitative research consisted of investigative steps towards the goal of analyzing how teaching and learning about the Cerrado in school geography, using art as a creative language, can lead to emancipatory geographical knowledge in the Early Years. These steps were taken through the organization of three sections, the first two being a theoretical-methodological discussion about the relationship between the Cerrado, geographical place, Art and education, and the third dedicated to the analysis of a proposal for teaching and learning about the Cerrado in the Early Years of Primary School, a project carried out in a municipal public school in the city of Goiânia, with 5th grade students, in line with an action-research modality. Based on the lessons, we were able to draw up theoretically-based analyses of how the Cerrado place, associated with art as a creative language, could contribute to the construction of emancipatory geographical knowledge in the Early Years, a thesis presented by this research. In the methodological process, we used class diaries, analysis of activities and interviews as tools for analyzing the data. The entire discussion was based on the assumptions of historicaldialectical materialism as a method of analysis. As a result, the research has shown contributions that advance the need for critical teaching and learning and has been configured as a possible praxis, in School Geography, in approaching the Cerrado theme in an emancipatory way.
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    As bases teórico-metodológicas dos professores iniciantes de geografia: o ensino do componente físico-natural clima
    (Universidade Federal de Goiás, 2019-05-31) Galvão, Izabelle de Cássia Chaves; Alves, Adriana Olívia; http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olívia; Barros, Juliana Ramalho; Rosa, Claudia do Carmo
    Esta investigación se materializa en la comprensión de cómo los maestros principiantes de Geografía aprenden el componente físico-natural clima y cómo se trabaja en el aula. El objetivo general de la investigación es analizar las bases teóricas y metodológicas que orientan a los maestros principiantes de Geografía entre el proceso de formación inicial y la primera fase de la formación continua. Para eso, fue necesario tener como objetivos específicos: (i) identificar la base teórica y metodológica que orienta la formación inicial de los profesores de Geografía, a través de la relación entre el conocimiento curricular, el conocimiento específico de la asignatura y el conocimiento pedagógico; (ii) verificar en las investigaciones y eventos científicos especializados en el ámbito de la Enseñanza de Geografía y Climatología Geográfica las bases teórico-metodológicas que contribuyen como referencia académica para la Educación Básica; y (iii) reflexionar sobre el potencial de las metodologías y estrategias sugeridas a los maestros principiantes durante los momentos de formación. Para ello, utilizamos la metodología de la investigación cualitativa en educación del tipo participante, aplicando los instrumentos de colección de: (a) entrevistas semiestructuradas; (b) observaciones de clases; y (c) intervenciones pedagógicas a través de la elaboración de materiales didácticos y la propuesta de estrategias de enseñanza y aprendizaje. Dicho esto, primero tratamos de entender cuáles son las principales discusiones sobre la Geografía como una ciencia sistematizada y cuáles son los debates en torno a la epistemología de su enseñanza. Intentamos pensar en el concepto de Climatología para conocer sus principales debates epistemológicos, como la polarización de esta área de conocimiento en dos ramas, una de ellas referida a una Climatología Tradicional (o Separatista) y otra a la Climatología Dinámica (o Sintética). Luego, nos proponemos saber qué se ha producido en términos de enseñanza del componente clima, y, para ello, llevamos a cabo un estado del arte de las tesis de maestría, de doctorado y trabajos en dos eventos, uno en el área de enseñanza de Geografía, el ENPEG (Encuentro Nacional de Prácticas de Enseñanza de Geografía), y el SBCG (Simposio Brasileño de Climatología Geográfica), dirigido a temas relacionados con la Climatología Geográfica, para comprender cuáles son las principales investigaciones en el país, cuáles son sus avances, contribuciones y desafíos teórico-metodológicos. Otro destaque en esta investigación se refiere al maestro principiante (maestros con hasta cinco años de carrera), porque es en esta fase que la literatura señala los principales desafíos en términos de inserción en el mercado laboral, las condiciones para el desempeño, el contacto con otros maestros y mediación de los contenidos específicos de su área de actividad. Para entender cómo estos sujetos comprenden el componente del clima, realizamos entrevistas semiestructuradas y, después, elaboramos un material didáctico con propuestas de talleres para la enseñanza de Clima Urbano, para, en seguida, observar cómo estos sujetos se apropian de nuevas referencias teóricas y metodológicas. En este sentido, podemos observar cómo la formación inicial se vuelve a significar durante la práctica de los maestros principiantes, en términos de referencias teórico-metodológicas, ya que generalmente reproducen algunas clases de la graduación, las que consideran adecuadas para comprender el componente clima. Otra reflexión se refiere a la posibilidad de estos sujetos de apropiarse de nuevas concepciones teórico-metodológicas, diversificando y resignificando la práctica en el aula.
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    A paisagem do Cerrado cabe em um desenho? Uma proposta metodológica do conceito paisagem-lugar para a mediação didática da Geografia dos anos iniciais
    (Universidade Federal de Goiás, 2020-11-24) Queiroz, Fabiana Rodrigues Oliveira; Alves, Adriana Olívia; http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olívia; Pires, Lucineide Mendes; Richter, Denis; Lopes, Jader Janer Moreira; Theves, Denise Wildner
    Geography as a science that deals with the analysis of geographic space through its conceptual mediators, is also a curricular component present in Basic Education and participates in the processes of human constitution. Their knowledge can favor critical and reflective reading of reality and provide specific ways of thinking and reasoning geographic spatiality. In this process, children, as social actors with histories and geographies, officially approach the school form of this science in Elementary School I, segment in which the teacher Pedagogo to act. Thus, an evidente relationship between Geography, Childhood and School Education raises the need to broaden views about teaching Geography with children. What gives this research the opportunity to analyze the didactic mediation the teacher Pedagogo in the processo of teaching Geographyand the potential of the language of drawing and of the concept of landscape of the place for the processes of mediation didactic and for the production of knowledge geographic (cognitive mediation), in this school segment. For this, the research was supported by references in the field of Education, particularly in the historical-cultural theory and in the theoretical contributions of the field of Teaching Geography in dialogue with the Geography of Childhood. It is of a qualitative nature, being of the participant genre and guided by the socio-historical-geographical research approach. Dialectics is the basic principle for the interpretation and analysis of results, allowing, at the same time, to value the social actors involved in the teaching-learning processes and the geographic knowledge itself. The field research had as its locus two public schools in the municipal education network of Goiânia, Goiás. It counted with the participation two teachers pedagogas and 41 children from the 4th and 5th year of Elementary Education, in the age group of 9 to 12 years, in 2018 and 2019, respectively. Participant observation was adopted as one of the methodological instruments that allowed direct observation of classes and the carrying out of didactic interventions in both classes. Other research techniques were also included in the research, such as: open semi-structured interview, questionnaire, autobiographical narrative and evaluative narrative, carried out with the teachers.In addition, diagnostic and evaluative narratives were developed with the children through drawings.The data revealed, on the one hand, the power of the language of drawing, as one of the logics present in childhood that mobilizes children's motives, as it articulates to the pedagogical process, a sensitive knowledge of an artistic dimension that brings together imagination, creation and creativity.On the other hand, it revealed the geographical landscape of the place as a conceptual and methodological dimension that, together with the drawing, constitutes a powerful methodological proposal for mediation processes (didactic and cognitive), because it carries elements of a social and physical-natural nature.With this, the design raised the condition of the geographical language, becoming the geographical design and the landscape of the place assumed the definition of landscape-place. However, the potential of design and landscape is still under-evidenced, especially in the set of research on teaching Geography in the early years. Still, as part of the results, principles emerged that can guide the pedagogical practices of professor pedagogo, from the perspective of mediation.Such principles are interrelated and are developed in actions that can subsidize and favor the teaching-learning process of Geography with children, namely: 1) The inseparability between theory and practice; 2) Relationships oriented by otherness; 3) Teaching as a responsive act; 4) Teaching as mediation of cognitive mediation; 5) Conscious and intentional planning; 6) Landscape-place as a conceptual and methodological construction.
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    Conhecimentos geográficos de professoras pedagogas: o ensino do componente físico-natural clima por meio de formação continuada
    (Universidade Federal de Goiás, 2022-02-10) Santos, Leandro dos; Alves, Adriana Olívia; http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olívia; Souza, Vanilton Camilo de; Queiroz, Fabiana Rodrigues Oliveira; Soares, José Carlos de Oliveira; Barros, Juliana Ramalho
    En el proceso de enseñanza de los niños en los primeros años, los profesores pedagogos están habilitados y son responsables por la enseñanza de varios competentes curriculares – Parecer CNE/CP 5/2005. Entre esos competentes se encuentra la Geografía que es, por excelencia, la ciencia que se encarga de la lectura e interpretación del espacio geográfico. Este hecho anhela una importante y oportuna reflexión, si tomamos en consideración la problemática que impregna las deficiencias que estos profesores presentan en el dominio de las bases teórico-conceptuales específicas de la ciencia geográfica. Eso ha reflejado en el andamiento de las clases que, muchas veces, desarticulan contenidos de metodologías adoptadas; reflejado en análisis fragmentadas del espacio geográfico y con estudios aislados de los componentes espaciales. Con base en esta problemática, se objetivo, en esta investigación, construir conocimientos geográficos por las profesoras pedagogas, a partir del componente físico-natural clima, a través de la educación continua – escenario central de la investigación y, así, revelar la importancia de esta herramienta como instrumento de superación de deficiencias y, al mismo tiempo, estratégico para nuevas y eficientes acciones de enseñanzaaprendizaje, en este caso, aquellos que involucran el conocimiento geográfico. Metodológicamente la investigación adopto concepciones de la investigación cualitativa, con la combinación de investigación-acción-colaborativa y grupo de enfoque. Desde el foco metodológico, se desarrolló las siguientes etapas y procedimientos: encuesta bibliográfica; investigación documental; selección de las participantes; constitución del grupo de enfoque (compuesto por 7 pedagogas); entrevista semiestructurada (datos personales y profesionales; formación académica y continuada; y conocimientos específicos de Geografía, y del componente físico-natural clima); educación continua (estudios teóricos-conceptuales y desarrollo de volantes) y avaluación del volante como material de apoyo, por las pedagogas (P2, P5 y PE). La investigación revelo que las profesoras pedagogas retenían conocimiento pedagógicos y dificultades en la contribución de conocimiento específicos de Geografía, a ejemplo de los contenidos del componente físico-natural clima. De este modo, las profesoras pedagogas valoraban el conocimiento pedagógico general, en detrimento de los conocimientos de los contenidos específicos de la ciencia geográfica. Así, se reconoció que las pedagogas tenían un razonamiento pedagógico inherente a la formación en Pedagogía y a la necesidad de construcción de conocimientos específicos del tema, en el caso, los de Geografía, por medio de los componentes físico-natural clima. La educación continua con estudios teóricos conceptuales, permitió asociar las dimensiones del conocimiento pedagógico, propio de la formación en Pedagogía, al conocimiento del contenido en Geografía; lo que resultó en la construcción del conocimiento del contenido geográfico por las profesoras pedagogas. La literatura y los resultados obtenidos permitieron confirmar la hipótesis y la tesis de que dificultades de contribución teórico-conceptuales sobre los conocimientos específicos de Geografía, por parte del profesor, es un factor que actúa como limitador del proceso de enseñanza y aprendizaje en este campo de conocimiento en los primeros años. Así, la educación continua basada en el enfoque del componente físico-natural clima, se mostró como estrategia eficaz para la construcción de los conocimientos de Geografía, en vista de que el clima actúa como un elemento sensorial fácilmente percibido por las personas. De manera general, los resultados de la investigación demuestran que el clima puede ser el punto de partida para movilizar el proceso de percepción y comprensión de las dinámicas del espacio geográfico por las pedagogas y, consecuentemente, por sus alumnos. Corrobora con esa idea el facto de que el volante “Conocimientos de Geografía: Enseño del componente físico-natural clima” dio cuerpo a los contenidos teórico-conceptuales y las actividades pedagógicas realizadas por las pedagogas y eso podrá replantear cualitativamente a sus prácticas pedagógicas, una vez que, armados de conocimiento pedagógicos del contenido, podrán mejor definir los objetivos, los contenidos y las metodologías de enseñanza, bien como primorear sus prácticas didáctico-pedagógicas en los primeros años.
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    Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático
    (Universidade Federal de Goiás, 2015-03-18) Silva, Magno Emerson Barbosa da; Alves, Adriana Olívia; http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olívia; Morais, Eliana Marta Barbosa de; Dias, Liz Cristiane
    The present research aimed to analyze the environment conceptions of Geography teachers (Goiânia-GO) and didactic books approved by PNLD on the same science, in order to contribute to the development of Geography Teaching on reflective and propositive. Therefore, the central problem of work is how teachers and didactic books (high school) forward their conceptions of environment in Geography Teaching and how their theoretical and conceptual perspective can set limits or advances to an integrated reading of geographical space? The first step to find the results of the research were necessary to establish research methodologies, thus the literature review, questionnaires, the semi-structured interviews, and the composition frame synthesis for discourse analysis to reflect about conceptual mechanisms environment, which help to interpret, add meanings and values to the materiality of social relations. And, also, to observe the conditions of modernity and its legacy in establishing paradigms that still guide several lines of thought, and the discourse on current environment of various subjects in Geography Teaching. And to shows the importance of the teacher to know the processes that operate in developing their teaching mediation, considering the relationship of everyday and scientific concepts in theoretical and conceptual training process, and conceptions of environment. In propositive aspect about the objective sought from the development of a graphical modelization methodology of theoretical and conceptual trends environment of the didactic books analyzed, identifying different approaches and their epistemic perspective, was observed naturalistic trends and compartmentalized, with little regard for other spheres of environmental knowledge, and other works that provide a more sophisticated look at the environmental issues. Has been found that the process of modeling of theoretical and conceptual ideas can come to help the teacher of Geography, for the graphical modeling demonstrates aspects of environment concept of articulation that a teacher can present more difficulties. It is understood that the obtained morphologies can demonstrate environmental concept pivot aspects effectively and offer the possibility of professional teaching position itself to meet the challenges that integrate your knowledge of framework.
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    O uso da maquete para aprendizagem do componente físico-natural relevo na geografia escolar
    (Universidade Federal de Goiás, 2022-12-20) Silva, Ricardo Faria; Alves, Adriana Olívia; http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olívia; Richter, Denis; Queiroz, Fabiana Rodrigues Oliveira
    The approach referral on the physical-natural component relief at Scholar Geography has been directed within a fragmented teaching paradigm that is also isolated and descriptive, which disregard the relation that is established with the other the physical-natural and social components. It is ruled by a macroescalar approach relief in which it is observed the absence of the hydrographic basin situated where the students live and also a meaningful geographic situation. This amount of factors has not contributed to the students’ formation on a geographic point of view perspective that is critic, autonomous and emancipatory. In face of this problematic, this research defends the construction and usage of scale models under the geographic slant due to the approach of physical-natural component relief through meso and microforms scales, having the hydrographic basin of stream Rola in order to construct and develop geographical knowledge on the students’ formation process. Thus, the main objective is substantiated on analyzing the potential of scale models to mobilize the knowledge about relief on the students’ formation on the place/city scale. From this objective, the following specific ones are unfolded: a) Comprehend the usage of scale models on Geography teaching with focus on the geographical view over the physical-natural component relief; b) Construct a scale model as an instrument capable of contributing to the mobilization of knowledge about the relief integrated to both physical-natural and social components; c) Develop a geographic thinking which integrates the physical-natural component relief among the natural processes and social act on meso and micro scales; d) Evaluate the scale model’s construction regarding the knowledge mobilization about the Geography teaching of relief, having as spatial cut the hydrographic basin. In order to achieve these study’s objectives, we used the participant qualitative research in education which evolved twenty 2nd grade-students from Centro de Ensino em Período Integral Pangeia (fictional name so that the school identity is not reveled) situated in the municipality of Aragarças-GO. As methodological procedures, we executed readings of books, thesis, dissertations and scientific papers about the physical-natural component relief at Scholar Geography, Geography teaching, scale models and hydrographic basin; we headed the iconographic questionnaire and the interview guide; we ministered dialogued and expositive classes within the construction of a scale model on hydrographic basin of stream Rola; we analyzed the data provided. As result, we verified that the construction proposal and the usage of scale models to approach the physical-natural component relief, through the hydrographic basin, has a huge potential to the construction and amplification of geographic knowledge on the students’ formation process. By means of the hydrographic basin scale models, the physical-natural component relief was not treated in an isolated, static and descriptive way, but, instead, integrated to other physical-natural and social components. Thus, the place, the relief meso and microforms, the hydrographic basin, besides the environmental and social impacts became reality to the students at Geography teaching. This group mobilized and internalized geographic knowledge so that the geographic space of the hydrographic basin could be analyzed as a whole, searching for the causes of geographic phenomenon and, at the same time, possible solutions through the geographic thinking. We hope that the discussions mobilized in this research may contribute with both the students’ geographic formation and the teachers’ continued one.
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    O trabalho de campo no Parque Urbano Municipal Itatiaia-Goiânia/GO: contribuições do percurso metodológico de mediação didática como meta para construção do pensamento geográfico no ensino de geografia
    (Universidade Federal de Goiás, 2024-12-15) Silva, Wanessa Santos; Alves, Adriana Olívia; : http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olívia; Sacramento, Ana Claudia Ramos; Souza, Carla Juscélia de Oliveira
    Systematized Geography as a science assigns significant scientific and academic relevance to fieldwork as a methodological procedure. In school Geography, fieldwork is considered a teaching proposal that mobilizes various geographical themes. This research advocates the theoretical-methodological approach of fieldwork for teaching integrative geographical themes through didactic pathways for mediation in Geography education. This approach is supported by pedagogical knowledge, specifically the pedagogical content knowledge (Shulman, 2005), and the use of geographical problematizations to develop students’ ability to think geographically and act in their daily practices. The overall objective is to analyze the potential of fieldwork in an Urban Park to mobilize integrated knowledge of physical-natural and social components in education, aiming for the construction of geographical thinking. The specific objectives are: (i) to understand the theoretical-methodological concepts of fieldwork in an Urban Park in the didactic mediation process for Geography teaching; (ii) to relate fieldwork to the integration of physical-natural and social components; (iii) to recognize possibilities of thinking through Geography based on geographical situations, using them as aids for the construction of geographical thinking; and (iv) to evaluate the development and learning of students based on a theoretical-methodological concept of fieldwork, grounded in the construction of geographical thinking. The research justification unfolds on two levels: (a) personal/academic, emerging during undergraduate studies, noticing transformations in learning through fieldwork conducted in Geography studies, with the investigation beginning with a focus on teaching through the research conducted in the undergraduate final paper; (b) professional, present in teaching practice, with the opportunity to conduct fieldwork in Basic Education, confirming its potential in the teaching and learning process. It returns as an academic justification due to the desire to understand, from the perspective of a teacher-researcher, the potential of fieldwork in Geography education in an Urban Park. In this research, Urban Parks are conceived as linked to fieldwork and Geography education as a geographical situation due to the set of relationships in this space, understood as a product of influences between social and physical-natural components in the urban space. The research methodology is qualitative, specifically participant research with collaborative elements, allowing the confrontation of information between the object and the researched subject, facilitating the understanding of reality. The spatial scope of the research is the Itatiaia Municipal Park, located in the Itatiaia neighborhood, North region of Goiânia-GO. The subjects of this research are 8th-grade students from the State Military Police School of Goiás - Waldemar Mundim Unit, located in Vila Itatiaia, in the city of Goiânia-GO. It is concluded that the implementation of fieldwork in an Urban Park based on a theoretical-methodological concept is an effective strategy that allows the integration of daily life with geographical concepts and contents, promoting geographical thinking. Participatory fieldwork develops autonomy based on scientific research and helps solve problems in the studied urban space.
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    O RPG como estratégia metodológica para a mobilização do conteúdo de clima urbano na formação inicial de professores de Geografia
    (Universidade Federal de Goiás, 2020-10-30) Souza, Layanne Almeida de; Alves, Adriana Olívia; http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olívia; Barros, Juliana Ramalho; Breda, Thiara Vichiato
    The gaps present in teacher training are mainly composed of difficulties in organizing the curricular structure that tends to offer disciplines that do not dialogue among themselves, with fragmented and diverse contents. This is the result of a historical-philosophical construction of knowledge from the Cartesian view of the world, in which it is fragmented to try to understand the whole and this has been brought into education. This fragmented position of disciplines and contents is being increasingly discussed in the educational context, especially when methodological teaching strategies are mentioned. The present work seeks to analyze the potentialities of using the Role-Playing Game - RPG as a methodological strategy for the mobilization of urban climate content in the initial training of Geography teachers. The teaching strategies allow greater interaction between students, content and experience and have been the subject of numerous research and debates in events in recent decades. Geography has been no different, especially in the teaching of the physical-natural climate component, which is the focus of this research. Studies on methodological strategies for climate education are mostly related to practical activities, experiments and representations of atmospheric and climatic events. The research does not deviate from this parameter, however, a specific methodological strategy is presented: the RPG. Thus, this research seeks to understand whether the use of RPG, as a methodological strategy, contributes to the construction of concepts about the urban climate and enables the development and expansion of foundations from the pedagogical knowledge of content in the initial training of Geography teachers. Therefore, in this study, it is necessary to understand how the urban climate content can be mobilized from the use of RPG as a methodological strategy, which theoretical-methodological and conceptual bases permeate the research, the discussions about climate phenomena in urban areas and the didactic-pedagogical route to forward the RPG proposal with the students. The research was carried out focusing on the initial training of Geography teachers. In November 2019, an activity entitled "RPG as a methodological strategy for teaching urban climate" was held at the Federal University of Goiás. The activity was directed to students who completed the course of Geography - Licenciatura frequent in the subject of Methodologies for Teaching Geography II. The condition for delineating the participants was in function of the necessity that the subjects of the research were at the end of graduation and had concluded the disciplines of Climatology and Urban Geography. The choice of the subject of Geography II Teaching Methodologies was based on the discussion of methodologies for building knowledge about the physical-natural components such as soil, relief, climate, water, vegetation and others. For the game, the research subjects defined the name of their characters and developed their interpretations from problem situations occurring in the urban context, with direct involvement of the climate. The proposal to play RPG focusing on the mobilization of a specific content was carried out with the research subjects and allowed them to contribute to the conceptual construction and theoretical-methodological basis on the content of urban climate and the themes and content that went through the game. The RPG also contributed to reflect on the importance of using imagination and creation in the teaching and learning process.
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    O ensino de Geografia nos anos iniciais e a mobilização do conceito: a paisagem e os conteúdos rocha-solo-relevo a partir da leitura dos alunos
    (Universidade Federal de Goiás, 2016-05-04) Souza, Malu Ítala Araújo; Alves, Adriana Olívia; http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olívia; Bento, Izabella Peracini; Ascenção, Valéria de Oliveira Roque
    Entendemos que la Geografía como asignatura escolar, posibilita la lectura y la comprensión espacial y, en consecuencia, la formación crítica y cívica de los escolares, que consiste en el desarrollo del razonamiento geográfico. En esta perspectiva, asume un papel importante en los Años Iniciales, ya que es en esta fase escolar que se desarrolla la alfabetización geográfica en cuanto a las principales categorías y conceptos que mediarán la lectura espacial por parte de estos sujetos. Específicamente, en el contexto de esta investigación, la construcción de conceptos relacionados con la dinámica espacial permea la organización didáctica de la enseñanza de temas físicos del espacio geográfico, especialmente los componentes Relevo-Solo-Rocha (RSR). Entendemos que estos temas necesitan ser estudiados en las relaciones de interdependencia (procesos, formas, estructuras y funciones) que son perceptibles y conforman el paisaje. Para guiar estas discusiones, nos apoyamos en el enfoque histórico-cultural de Vygotsky, que consiste en analizar el desarrollo de la construcción de conceptos escolares durante las intervenciones realizadas en la Escuela Municipal de Caraíbas en Aparecida de Goiânia/GO. Así, durante esta investigación tuvimos la intención de analizar los saberes geográficos movilizados por los estudiantes para la construcción del concepto de paisaje, tomando como referencia los componentes físico-naturales del paisaje (R-S-R). Frente a este objetivo, señalamos los siguientes objetivos específicos: Analizar las relaciones que permean los objetivos de la enseñanza de la Geografía en los Primeros Años, así como el desarrollo de conceptos en esta etapa escolar; identificar la organización de los contenidos y los conceptos relacionados con los temas relieve-suelo-roca dentro del enfoque integrado de lectura del paisaje; analizar los conocimientos movilizados y el desarrollo de conceptos sobre la interrelación de los componentes físico-naturales RSR en la lectura del paisaje por parte de los estudiantes de los primeros años. Para responder a estos objetivos, realizamos una investigación cualitativa en educación de tipo participante, porque ofrece mejores condiciones para responder a las preguntas formuladas inicialmente, además de posibilitar el contacto con los sujetos de esta investigación. Verificamos el desarrollo y construcción de los conceptos de los estudiantes durante las clases de intervención pedagógica, para ello utilizamos actividades individuales y colectivas, que propician la movilización de conocimientos y, en consecuencia, la confrontación entre los conceptos y la creación de los sistemas conceptuales por parte de los estudiantes. Identificamos en los materiales pedagógico-didácticos utilizados para referenciar la enseñanza de los componentes físico-naturales en los Años Iniciales. Otro punto a destacar es la negación de la fragmentación de los temas, en el caso de esta investigación, los componentes físico-naturales RSR, cuando proponemos y organizamos la enseñanza a partir de esta interdependencia de los elementos en el espacio, estamos a la espera de las discusiones para sea encaminada para que contribuya significativamente a la construcción del razonamiento geográfico, objetivo que esperamos en los Años Iniciales.