O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO

• Autor(a) principal: Rocha, Arantes da Silva
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11772
• topic: Ensino de geografia; Lugar; Lugar vivido-convivido; Aruanã-TI Karajá; Teaching geography; Place; Living-living place; Aruanã-IL Karajá; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The present work is constituted by a discussion that permeated during the Professional Masters in Teaching in Basic Education of the Graduate Program Stricto Senso of CEPAE/UFG between the years 2018 to 2021, about the teaching of Geography contextualized to the place of experience and coexistence of students, in the process of building the geographical concept of Place. We understand that the link between the teaching of Geography and the student's reality allows us to broadly analyze the geographic space in order to understand its dynamics, enabling the student to understand and act in their reality. Therefore, how can the teaching of Geography, articulated with the students' place of experience and coexistence, enhance and contribute to the construction of knowledge? In this sense, the research aimed to analyze the process of construction of the geographical concept of Place, through the place of experience and coexistence of indigenous and non-indigenous students in the 1st year of High School, who are part of the contiguous space between the College. State Dom Cândido Pensa and the Karajá Buridina Village. The College and the Village are in the Karajá de Aruanã I Indigenous Land (TI), in the city of Aruanã-GO. The research was carried out with the following methodological procedures: literature review with the aim of investigating the topic in question; direct and participant observation of the school environment; documental analysis of the Political-Pedagogical Project of Colégio Estadual Dom Cândido Pensa; interviews with teachers in order to establish a perspective in relation to the pedagogical work carried out at the school; application of a questionnaire to students from the 1st year A of High School, from the year 2020, in order to analyze the interactions between the teaching of Geography and its reality. We realized, through the analysis of the results acquired with these procedures, that several obstacles make the link between teaching and the students' place of experience and coexistence unfeasible. In view of the results obtained and analyzed in this research, the elaboration of the educational product was established as a principle. This product is a didactic sequence, entitled Iny and Tori as protagonists in the construction of the Living-living place.