A concepção integrada das bacias hidrográficas na geografia escolar
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2024-08-26
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Universidade Federal de Goiás
Resumo
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.