Geographic Education in Elementary School I: A Case Study in a Public School in Salgueiro-PE
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | ID on line. Revista de psicologia |
Texto Completo: | https://idonline.emnuvens.com.br/id/article/view/3929 |
Resumo: | This is a case study that addressed the importance of teaching Geography in Elementary School I, exploring its role in training students in relation to understanding and interacting with the world. The need to awaken in students the perception that Geography deals with the reality of the space in which they are inserted was highlighted, encouraging them to concretely understand the composition of this environment and to place themselves in it consciously, adopting civic attitudes and postures. The main objective was to discuss the relevance of teaching the Geography subject for Elementary School I students, focusing on the construction of knowledge, curriculum design and appropriate pedagogical practices in the teaching-learning process. Furthermore, the use of technology was emphasized as a crucial point for comprehensive learning, believing that, through this tool, it is possible to provide meaning to all the learning skills necessary for students in this age group. The research was classified as descriptive due to the objectives, involving the survey of known characteristics of the facts/phenomena/problems. In relation to the procedures and data collection, it was classified as bibliographic as there was research on the subject where information on the subject was sought, for which reference was made to the National Common Curricular Base, Carneiro (2018), Cavalcante (2012), Ferreira ( 2019), Lima (2021), Moura (2022), among other authors who contributed to the construction of the article. Data analysis showed that appropriate teaching of the Geography subject allows students to build learning and discoveries based on an understanding of place and space, thus allowing a broader understanding of the world. |
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Geographic Education in Elementary School I: A Case Study in a Public School in Salgueiro-PEA Educação Geográfica no Ensino Fundamental I: Um Estudo de Caso em uma Escola Pública de Salgueiro-PEGeografiaEnsino Fundamental IEnsino-AprendizagemGeographyElementary Education ITeaching-LearningThis is a case study that addressed the importance of teaching Geography in Elementary School I, exploring its role in training students in relation to understanding and interacting with the world. The need to awaken in students the perception that Geography deals with the reality of the space in which they are inserted was highlighted, encouraging them to concretely understand the composition of this environment and to place themselves in it consciously, adopting civic attitudes and postures. The main objective was to discuss the relevance of teaching the Geography subject for Elementary School I students, focusing on the construction of knowledge, curriculum design and appropriate pedagogical practices in the teaching-learning process. Furthermore, the use of technology was emphasized as a crucial point for comprehensive learning, believing that, through this tool, it is possible to provide meaning to all the learning skills necessary for students in this age group. The research was classified as descriptive due to the objectives, involving the survey of known characteristics of the facts/phenomena/problems. In relation to the procedures and data collection, it was classified as bibliographic as there was research on the subject where information on the subject was sought, for which reference was made to the National Common Curricular Base, Carneiro (2018), Cavalcante (2012), Ferreira ( 2019), Lima (2021), Moura (2022), among other authors who contributed to the construction of the article. Data analysis showed that appropriate teaching of the Geography subject allows students to build learning and discoveries based on an understanding of place and space, thus allowing a broader understanding of the world.Trata-se de um estudo de caso que abordou a importância do ensino de Geografia no Ensino Fundamental I, explorando seu papel na formação dos estudantes em relação à compreensão e interação com o mundo. Destacou-se a necessidade de despertar nos alunos a percepção de que a Geografia trata da realidade do espaço em que estão inseridos, incentivando-os a compreender concretamente a composição desse ambiente e a situar-se nele conscientemente, adotando atitudes e posturas cidadãs. O objetivo principal foi discutir a relevância do ensino da disciplina de Geografia para os estudantes do Ensino Fundamental I, focalizando a construção do conhecimento, a concepção de currículo e as práticas pedagógicas adequadas no processo de ensino-aprendizagem. Além disso, enfatizou-se o emprego da tecnologia como ponto crucial para uma aprendizagem abrangente, acreditando que, por meio dessa ferramenta, é possível proporcionar significado a todas as habilidades de aprendizagem necessárias para os estudantes nessa faixa etária. A pesquisa, classificou-se como descritiva devido aos objetivos, envolvendo o levantamento de características conhecidas dos fatos/fenômenos/problemas. Em relação aos procedimentos e coleta de dados, classificou-se como bibliográfica pois houve uma pesquisa sobre a temática onde buscou informações sobre a temática para isso teve se como referência Base Nacional Comum Curricular, Carneiro (2018), Cavalcante (2012), Ferreira (2019), Lima (2021), Moura (2022), entre ouros autores que contribuíram para a construção do artigo. A análise dos dados evidenciou que um ensino apropriado da disciplina de Geografia possibilita aos estudantes construir aprendizados e descobertas a partir da compreensão do lugar e do espaço, permitindo assim uma compreensão mais ampla do mundo.INSTITUTO PERSONA DE EDUCAÇÃO SUPERIOR2023-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://idonline.emnuvens.com.br/id/article/view/392910.14295/idonline.v17i69.3929ID on line. Revista de psicologia; v. 17, n. 69 (2023); 460-4801981-1179reponame:ID on line. Revista de psicologiainstname:Instituto Persona de Educação Superiorinstacron:IPESporhttps://idonline.emnuvens.com.br/id/article/view/3929/5924Copyright (c) 2023 Edivânia Francisca Bezerra, Maricélia Félix Andrade Bringelhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessBezerra, Edivânia FranciscaBringel, Maricélia Félix Andrade2024-01-10T20:33:56Zoai:ojs.idonline.emnuvens.com.br:article/3929Revistahttps://idonline.emnuvens.com.br/id/indexONGhttps://idonline.emnuvens.com.br/id/oaiipdeeducacao@gmail.com1981-11791981-1179opendoar:2024-01-10T20:33:56ID on line. Revista de psicologia - Instituto Persona de Educação Superiorfalse |
dc.title.none.fl_str_mv |
Geographic Education in Elementary School I: A Case Study in a Public School in Salgueiro-PE A Educação Geográfica no Ensino Fundamental I: Um Estudo de Caso em uma Escola Pública de Salgueiro-PE |
title |
Geographic Education in Elementary School I: A Case Study in a Public School in Salgueiro-PE |
spellingShingle |
Geographic Education in Elementary School I: A Case Study in a Public School in Salgueiro-PE Bezerra, Edivânia Francisca Geografia Ensino Fundamental I Ensino-Aprendizagem Geography Elementary Education I Teaching-Learning |
title_short |
Geographic Education in Elementary School I: A Case Study in a Public School in Salgueiro-PE |
title_full |
Geographic Education in Elementary School I: A Case Study in a Public School in Salgueiro-PE |
title_fullStr |
Geographic Education in Elementary School I: A Case Study in a Public School in Salgueiro-PE |
title_full_unstemmed |
Geographic Education in Elementary School I: A Case Study in a Public School in Salgueiro-PE |
title_sort |
Geographic Education in Elementary School I: A Case Study in a Public School in Salgueiro-PE |
author |
Bezerra, Edivânia Francisca |
author_facet |
Bezerra, Edivânia Francisca Bringel, Maricélia Félix Andrade |
author_role |
author |
author2 |
Bringel, Maricélia Félix Andrade |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bezerra, Edivânia Francisca Bringel, Maricélia Félix Andrade |
dc.subject.por.fl_str_mv |
Geografia Ensino Fundamental I Ensino-Aprendizagem Geography Elementary Education I Teaching-Learning |
topic |
Geografia Ensino Fundamental I Ensino-Aprendizagem Geography Elementary Education I Teaching-Learning |
description |
This is a case study that addressed the importance of teaching Geography in Elementary School I, exploring its role in training students in relation to understanding and interacting with the world. The need to awaken in students the perception that Geography deals with the reality of the space in which they are inserted was highlighted, encouraging them to concretely understand the composition of this environment and to place themselves in it consciously, adopting civic attitudes and postures. The main objective was to discuss the relevance of teaching the Geography subject for Elementary School I students, focusing on the construction of knowledge, curriculum design and appropriate pedagogical practices in the teaching-learning process. Furthermore, the use of technology was emphasized as a crucial point for comprehensive learning, believing that, through this tool, it is possible to provide meaning to all the learning skills necessary for students in this age group. The research was classified as descriptive due to the objectives, involving the survey of known characteristics of the facts/phenomena/problems. In relation to the procedures and data collection, it was classified as bibliographic as there was research on the subject where information on the subject was sought, for which reference was made to the National Common Curricular Base, Carneiro (2018), Cavalcante (2012), Ferreira ( 2019), Lima (2021), Moura (2022), among other authors who contributed to the construction of the article. Data analysis showed that appropriate teaching of the Geography subject allows students to build learning and discoveries based on an understanding of place and space, thus allowing a broader understanding of the world. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://idonline.emnuvens.com.br/id/article/view/3929 10.14295/idonline.v17i69.3929 |
url |
https://idonline.emnuvens.com.br/id/article/view/3929 |
identifier_str_mv |
10.14295/idonline.v17i69.3929 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://idonline.emnuvens.com.br/id/article/view/3929/5924 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Edivânia Francisca Bezerra, Maricélia Félix Andrade Bringel https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Edivânia Francisca Bezerra, Maricélia Félix Andrade Bringel https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
INSTITUTO PERSONA DE EDUCAÇÃO SUPERIOR |
publisher.none.fl_str_mv |
INSTITUTO PERSONA DE EDUCAÇÃO SUPERIOR |
dc.source.none.fl_str_mv |
ID on line. Revista de psicologia; v. 17, n. 69 (2023); 460-480 1981-1179 reponame:ID on line. Revista de psicologia instname:Instituto Persona de Educação Superior instacron:IPES |
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Instituto Persona de Educação Superior |
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IPES |
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ID on line. Revista de psicologia |
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ID on line. Revista de psicologia |
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ID on line. Revista de psicologia - Instituto Persona de Educação Superior |
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ipdeeducacao@gmail.com |
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1797053947001700352 |