A aula expositiva de Geografia: caminhos possíveis para a construção do pensamento geográfico na escola
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Universidade Federal de Goiás
In the geography lectures, it is necessary that students understand the phenomena from the spatial logic and everyday practices relationship in intention to understand about the phenomena that occur in the world, being these close to those far from their social practices. Therefore, the research problem of this work is to investigate whether the lecture of Geography has been constituted from the idea of the development of geographic thought, presenting, in fact, the elements that characterize the geographic identity. It assumes the hypothesis that it is necessary in the Geography classes’ elements are present those can lead students to the development of geographic thinking, such as the map and other cartographic products. It is believed that when the teacher combines the geographic discourse - through the geographic method - with the cartographic language in the Geography class, he strengthens the construction of geographic thought. The objective of this academic research, in general, is to analyze which elements and contexts identify and bring the class of Geography in High School up in the perspective of the construction of the geographic thought. The study took as a background the relevance of improving the quality of the teaching and learning process, especially the development of geographic concepts as a means for the development of students' thinking in a way that they can change their view of reality. Thus, it is a qualitative study, using established techniques for this type of research, such as observation, interviews, data processing via computer software (Nvivo) and content analysis (BARDIN, 1977). The theoretical-conceptual point of view, the study was based on the following axes converging to the research object: first of all it considers the reflections on geographic science; second it focuses on Learning Theory and Didactics; third, it highlights the teaching of Geography and the development of the lecture; and, finally, reflections on School Cartography and cartographic language were considered. In general, the analysis of teaching practice revealed the presence of elements that favor the development of geographical thinking in the classes; however, it occurs unconsciously by the teachers many times. Another aspect reveled in data analysis was the relevance of the map uses in the geographic cognitive development in the expository classes, although it is recognized that is necessary to integrate students in the process of reading and elaboration of maps so that can express the student’s view of spatialization of the phenomena and the relationship with reality
OLIVEIRA, L. B. A aula expositiva de Geografia: caminhos possíveis para a construção do pensamento geográfico na escola. 2022. 309 f. Tese (Doutorado em Geografia) - Universidade Federal de Goiás, Goiânia, 2022.