O ensino do relevo na geografia escolar: contribuições para a abordagem das microformas

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Universidade Federal de Goiás


The School Geography can play a relevant role in the formation of subjects based on the study of categories and concepts related to geographic science. It allows these subjects to understand the world and its entire dynamics, favoring the interpretation of the geographical phenomena and processes that occur in different spatial/temporal scales. Therefore, they can perceive the interdependence between these scales and the transformations that have occurred over time. Considering this perspective, we investigate the teaching of relief, understanding that its characteristics and processes have implications in the organization of geographic space and in the appropriation that society makes of this physical-natural component. Thus, in teaching such content, the teacher must problematize its importance in this context. For this to occur, it is fundamental that this professional seeks contributions in different sources of knowledge about the content, such as School Geography, as well as Scholar Geography, based on the knowledge produced in different fields of knowledge. In this dissertation, we investigated what contributions, as a field of knowledge, the Physical Geography provides to Geography teachers to teach classes about relief microforms in the final grades of Elementary School. We established the following specific objectives: a) to investigate the learning expectations related to relief microforms, present in the curriculum adopted in the RME of Goiânia, Brazil; b) to analyze the didactic-pedagogical materials in which the RME Geography teachers obtain knowledge about relief; c) to identify and discuss the theoretical and methodological references on relief microforms indicated in the teaching plan of subjects of the Pedagogical Project of the Licentiate Degree in Geography of UFG/Goiânia; and d) to check the obstacles indicated by the teachers interviewed to work with relief microforms in Geography classes of Basic Education. From the semi-structured interviews conducted with the Geography teachers of the RME of Goiânia, it was evidenced that they recognize the importance/need of specific and pedagogical knowledge to support the Geography teacher. We also note that, in teaching relief, they seek subsidies on the knowledge of this content mainly in textbooks of this discipline. With the professors interviewed in the subjects Geomorphology I, Pedology I and Geology I, from the Licentiate Degree in Geography of the Federal University of Goiás (UFG), Goiânia, we verified that the difficulties to work about the content relief in these curricular components refer to the understanding of the notion of scale by the undergraduates. Regarding the obligatory bibliographies indicated in the teaching plans of these disciplines (2014-2017), we have identified discussions that may favor the study of relief from the microforms approach. They favor the understanding of concepts and processes such as weathering, erosion, slope, voçoroca, among others. In the interviews, teachers emphasized the low availability of didactic-pedagogical materials focused on relief in a less comprehensive space/time scale. In addition, they emphasize the lack of deepening in the study of this content as an obstacle in the study of relief from the microforms approach in Geography classes. Therefore, we emphasize that teachers must have a consistent theoretical and methodological training that subsidizes their practices about relief in Geography classes in the final grades of Elementary School.



NOVAIS, G. S. O ensino do relevo na geografia escolar: contribuições para a abordagem das microformas. 2018. 186 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2018.