Rede hidrográfica: a abordagem de um componente físico-natural no ensino de Geografia
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2020-06-05
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Universidade Federal de Goiás
Resumo
Water as a natural element of geographical space is a widely discussed topic, mainly due to urban
issues experienced by society in recent years. One of these issues is the unequal appropriation of space stemming from economic and political factors, among others, an example of which is the presence of constructions near watercourses. These watercourses, viewed as part of drainage systems and of processes of land use and occupation in drainage basins, have a particular dynamic which is altered in such settings, a process that generates various types of impact in urban areas. This scenario calls for research on watercourses to be carried out, particularly with regard to geography education and the important role of teachers in mobilising this knowledge in the classroom. In Geography, one of the topics related to watercourses is that of drainage systems. Therefore, considering that one of the roles of schoolbased Geography is to foster students’ citizenship, the following questions need to be made: what is teachers’ knowledge about this particular topic? How do they apply such knowledge in their classes? How can schools promote citizenship when addressing drainage systems? By contending that a drainage system is a environment where water is represented in the hydrologic cycle, this study analyses it from the standpoint of a drainage basin, at the intersection of physical-natural components of geographical space. The central aim is to understand how teachers’ knowledge of these geographical terms affects the ways they address drainage systems in the Geography classroom. Specific aims include: (a) analysing personal concepts held by Geography teachers from the Municipal Education Network of Caldas Novas, Goiás state, who teach drainage systems in their classrooms; (b) investigating teaching strategies outlined in teaching materials (school curricula and textbooks) used; (c) proposing theoretical and methodological frameworks which may help Geography teachers in elementary education to view drainage systems as useful tools in understanding spatiality in Caldas Novas. The methodological framework selected was that of qualitative (state-of-the-art) research, which entailed the use of bibliographic research, documentary analysis (curricula, textbooks, brochures, and travel guides), semi-structured interviews, and a workshop. Results indicate that drainage systems do not feature prominently in school curricula, textbooks or in some research studies, all of them materials which focus on water as their main analytical concept. In them, water is basically viewed as a natural resource, which overlooks the relationship between society and nature. Moreover, the discussion on challenges facing teachers in their daily work (particularly during the workshop) played a major role in revealing types of knowledge that make it possible for teachers to apply creativity and autonomy to teaching in order to make geographic learning meaningful to students. To achieve this, it is important that teachers’ knowledge be grounded on didactic knowledge of geographical content and that physical-natural components are linked to an understanding of Geography as a field with geographical space as its object of study and with nature and the environment as its structuring concepts, both of which this study addresses in detail. Such knowledge enables teachers to think and act geographically, which will reflect on students’ learning. This study, therefore, subscribes to the idea that drainage systems constitute a geographical topic that enhances understanding of physical-natural components within school-based Geography.
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OTTO, C.S. Rede hidrográfica: a abordagem de um componente físico-natural no ensino de Geografia. 2020. 186 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2020.