Ensino de Geografia a partir da temática relevo: uma abordagem escalar, utilizando a metodologia de trabalho de campo para encaminhamentos didáticos no ensino médio

Abstract

In this thesis, we understand landform as a physical-natural theme that holds a potential of extremely propositive meanings and that, integrated with other concepts of Geography, adequate languages ​​and a participatory methodology, within the student's reality, can be a relevant path for the construction of geographical knowledge. The focal point of this research was to understand how the teaching of landform by the School Geography in public high schools of Mato Grosso is currently established, proposing to incorporate the geographical scale in the exercise of teacher mediation, through the use of fieldwork methodology. We executed a world reading, mediated by the teacher from the local spaces, without losing the connection with other further spaces, but associating them to construct a critical vision, making School Geography a discipline capable of allowing students to see that their place is integrated into the world, just as the world establishes itself in it. It was observed that the landforms included, without the usual misconception of prioritizing only the large ones (plateaus, plains and depressions), but identifying, associating and studying other minor forms such as hills, mounds, ridges, mountain ranges, builds a geographical view and greatly enhances the teaching-learning process. Thus, we explore the concept of scale because we understand it as primordial to the recognition of many dynamics and phenomena that are conjugated in the terrestrial surface. The study area was designed in the state of Mato Grosso, initially in Cuiabá and later over the cities of Várzea Grande, Chapada dos Guimarães and Santo Antônio de Leverger. We look at the fieldwork as the most appropriate methodology for this collaborative research, in which the participating teachers, our subjects, became protagonists of the current study, answering a questionnaire and participating in other activities, in their respective schools as well as in academic laboratories. In a very didactic way, we build a path inside the macro, meso and microforms of the local and regional landform (defined within a taxonomy), literally "walking" on the forms, discussing the importance of them, for so to understand the phenomena and their manifestations, recognizing the local-global dialogue. Thus, we confirm the thesis that, in order to develop the subject landform in high school, it is necessary to integrate the geographic scale with a determination of a macro – micro relationship that allows articulating social, environmental and economic elements for the construction of geographic knowledge.