IESA - Instituto de Estudos Socioambientais

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

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    A identidade docente e o ensino de Geografia: um estudo da dimensão do conhecimento geográfico do pedagogo nos anos iniciais
    (Universidade Federal de Goiás, 2017-12-18) Antonio, Emmanuele Rodrigues; Alves, Adriana Olivia; http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olivia; Cavalcanti, Lana de Souza; Bento, Izabella Peracini
    The present research deals with the teacher identity of the pedagogical teacher and its relation with the geographic knowledge, specifically the relevant content in the initial years. We believe that this topic is relevant to the teaching of Geography by seeking to understand how the teaching and learning process is consolidated, in this phase that the acting teacher is the pedagogue, as well as assist in reflections on teacher training by understanding the dimensions that permeate the constitution of the teaching identities and the reflections on the knowledge and the teaching practice.The main objective of this research was to analyze the dimensions of the teacher identity (s) that make up the pedagogical teachers and the didactic- pedagogical practices of the geographic knowledge about the contents in the initial years. Let us focus on specific objectives: a) To identify the dimension of the personal identity of the pedagogical teacher of the initial years and the influences of the different historical formative contexts; b) Identify the dimension of professional identity and its theoretical and formative references; c) Identify the dimension of the organizational identity that guide the educational planning process of the pedagogical teacher; d) To understand the theoretical-conceptual references of the geographical knowledge in the process of initial and continued formation of the educator teacher; e) To investigate the didactic-pedagogical practices of the pedagogical teacher in the process of teaching the geographic knowledge about the relevant content; f) To evaluate the pedagogical teachers' conceptions regarding the relevant content. Our methodology was materialized from the qualitative research, with the focus on the participant research. The data collection and analysis techniques went through documentary research through the analysis of municipal laws, regulations and guidelines; through the interviews we identified the representations of the identity dimensions of the pedagogical teacher of the initial years and their different perspectives specialized in time and space; and observation made it possible to interpret the pedagogical teacher's practice, the relationships of pedagogical knowledge and specific knowledge, and the mobilization of the relevant content. The information collected by the research was analyzed by the geography and education area references. The table of subjects participating in the research is made up of six pedagogical teachers working in the initial years of the Municipal Education Network of Goiânia, who went through the interview stage and one of them, through the observation and planning of classes. With this, we believe that the present work allowed to broaden the look on how the teaching process is structured and organized in the initial years; the initial training of teacher educators and the context of insertion of specific knowledge of the geographic content; the role of laws and regulations on the perspective of the polyvalent teacher; the construction of the commitments and affinities with the profession, this would make possible the routing of the teaching of Geography.
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    A construção de conceitos no ensino de Geografia por meio do trabalho de campo em bacia hidrográfica
    (Universidade Federal de Goiás, 2018-10-08) Borges, Mavistelma Teixeira Carvalho; Alves, Adriana Olivia; http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olivia; Morais, Eliana Marta Barbosa de; Sacramento, Ana Cláudia Ramos
    Esta investigación se refiere a la construcción de conceptos en la enseñanza de Geografía a través del trabajo de campo, teniendo la cuenca hidrográfica como recorte espacial junto a los estudiantes de una escuela pública de la ciudad de Porangatu/GO. Así, el objetivo general es investigar, junto a los estudiantes, la contribución del trabajo de campo en cuenca hidrográfica para la construcción de los conceptos de relieve, red hidrográfica e impactos ambientales en la enseñanza de Geografía. Los objetivos específicos están consolidados en: a) comprender la enseñanza de los componentes físico-naturales del espacio en la Geografía escolar y sus desdoblamientos en las orientaciones curriculares de la Enseñanza Media; b) identificar las concepciones de trabajo de campo en la enseñanza de Geografía y la importancia de la cuenca hidrográfica como unidad físico-territorial; c) verificar la construcción de los conceptos geográficos a través del trabajo de campo en cuenca hidrográfica, articulada por el concepto de paisaje, para el aprendizaje crítico de los estudiantes; y d) evaluar la contribución del trabajo de campo para la movilización de conceptos geográficos acerca del relieve, de la red hidrográfica y de los impactos ambientales en cuenca hidrográfica. Las justificaciones de la investigación se dividen en tres niveles: a) Personal: por la afinidad con la enseñanza desde la formación inicial, donde se investigó la Geografía escolar, la enseñanza y el aprendizaje en una escuela pública de Montividiu del Norte/GO, con foco en la práctica docente; b) Académica: por el levantamiento de las referencias bibliográficas, lo que llevó a la reflexión sobre las deficiencias que existen en la enseñanza de los componentes físico-naturales y, después, a la presentación de la propuesta de la investigación; y c) Profesional: en virtud del trabajo como profesora en la Educación Básica y en el curso de Licenciatura en Geografía, actuando en las asignaturas de Didáctica en Geografía, Práctica Tutelada y en las asignaturas específicas del curso, en que se percibió dificultades en la enseñanza y aprendizaje de los componentes físico-naturales. La metodología de investigación cualitativa utilizada es del tipo investigación participante. Las principales técnicas utilizadas son: la observación de las clases, aplicación del cuestionario iconográfico, clases expositivas, elaboración de paneles, cuadernos de campo, aplicación de cuestionario a los residentes, taller y entrevistas a los estudiantes. Los sujetos de la investigación fueron los estudiantes del primer año de la Enseñanza Media. En esta investigación, se defiende una perspectiva de enseñanza crítica y procesal para el trabajo de campo en cuenca hidrográfica, siendo crítica por desarrollar el pensamiento reflexivo a través de un aprendizaje indagatorio y argumentativo, y procesal en la perspectiva de las etapas de pre campo, campo y gabinete. Como resultado, se verificó que la propuesta metodológica del trabajo de campo, cuando fue construida por los estudiantes y asociada a otros procedimientos metodológicos, cuyo recorte resalta los problemas urbanos y ambientales de la ciudad de los estudiantes, posibilita tanto la movilización de conocimientos geográficos como la internalización de conceptos, con destaque especial para la cuenca hidrográfica como recorte espacial para integración de los componentes físico-naturales y sociales.
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    A concepção integrada das bacias hidrográficas na geografia escolar
    (Universidade Federal de Goiás, 2024-08-26) Faria, Stephani da Cruz; Alves, Adriana Olivia; http://lattes.cnpq.br/2629325348519209; Alves, Adriana Olivia; Queiroz, Fabiana Rodrigues Oliveira; Oliveira, Karla Annyelly Teixeira de
    The main objective of this research is to evaluate the potential of an integrated conception of river basins, together with the theoretical-methodological path, for the integrated understanding of river basins among schoolchildren. Oriented from the perspective of qualitative research, the investigation presents itself as action research, Thiollent (2022) and presents as a problem, “How can the river basin contribute to an integrated approach to the physical-natural and social components in School Geography?”. During the research, a methodological journey will be carried out together with the students, focusing on the Lajinha stream watershed. Along the way, activities will be developed, which generate the understanding of the concept of the river basin unit, and the understanding of its dynamics and functionalities in a tangible way, by relating the concepts presented to the situations of the local basin, the place where the students live. The investigation will focus on students in the sixth year (in which I am a leading teacher), in the final years of elementary school, since the content of river basins and the physical-natural components are planned to be worked on at this stage in the curricular documents. Throughout the process we will rely on the methodological path of Cavalcanti (2019), presented by the author for mediation in the teaching of geography. All stages of the journey and it as a whole, present in its development the stages of problematization, systematization and synthesis, with the purpose of encompassing the student's reality and relating their everyday knowledge to scientific knowledge. The methodological proposals of the route include the use of different languages and strategies to approach river basins, from the use of conceptual systems, maps, photographs and reports, to the elaboration of simpler representation models such as the leaf of the tree, and more designed like the model. In this way, students will have several possibilities to understand and represent, as well as have a geosystemic vision in the theoretical construction of their place of experience materialized in the geographic landscape. It is believed that the result of the research will present the development of an integrated conception of the physical-natural and social components of the river basins of the schoolchildren participating in the research, so that they relate the knowledge acquired with their daily experience and citizenship.