The representation of the city in textbooks: : an analysis of the content of the 4th grade of elementary school
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | GeoUECE |
Texto Completo: | https://revistas.uece.br/index.php/GeoUECE/article/view/10002 |
Resumo: | The approach to Geography in basic education requires some practices that aim to help the student understand the different aspects of the subject, through the reality of the world that surrounds them. In this article, we have tried to critically analyze how the concept of city is approached in the Geography textbook for Primary School I(Aprender Juntos - 4° ano) and how the textbook constitutes important material in the teaching-learning process. Throughout the research we sought to understand how the construction of a concept can help students develop a critical view of their reality. It was analyzed and discussed about the concept of city from a scientific perspective for classic authors of geography and finally it was investigated how this concept was approached in a specific textbook. The methodology considered: a) Readings of specific literature regarding the teaching of Geography, Urban Geography, and the concept of city; b) recognition of the textbooks for Elementary School I and choice of a material and year/teaching stage based on the approach of the analyzed content; c) exploratory analysis of the textbook, its contents, approaches, resources, and activity proposals; d) finally, the connectivity of the textbook approach with the academic literature. As a result, it was observed that there are gaps in the approach evidenced in the textbook, and that it is necessary for the teacher, as a knowledge mediator in the classroom, to add new tools, practices, and teaching methods to effectively discuss certain geographic concepts, such as the city and the urban, in the short term of two semesters. |
id |
UECE-5_cab82e694ab52d53bd3f5ccbd0cc7ccc |
---|---|
oai_identifier_str |
oai:ojs.revistas.uece.br:article/10002 |
network_acronym_str |
UECE-5 |
network_name_str |
GeoUECE |
repository_id_str |
|
spelling |
The representation of the city in textbooks: : an analysis of the content of the 4th grade of elementary schoolLa representación de la ciudad em libros de texto: um análisis del contenido de 4º primaria: um análisis del contenido de 4º primariaA representação de cidade em livros didáticos: uma análise do conteúdo do 4º ano do Ensino Fundamental: an analysis of the content of the 4th grade of elementary schoolGeografiaProcesso ensino-aprendizagemLivro DidáticoCidadeThe approach to Geography in basic education requires some practices that aim to help the student understand the different aspects of the subject, through the reality of the world that surrounds them. In this article, we have tried to critically analyze how the concept of city is approached in the Geography textbook for Primary School I(Aprender Juntos - 4° ano) and how the textbook constitutes important material in the teaching-learning process. Throughout the research we sought to understand how the construction of a concept can help students develop a critical view of their reality. It was analyzed and discussed about the concept of city from a scientific perspective for classic authors of geography and finally it was investigated how this concept was approached in a specific textbook. The methodology considered: a) Readings of specific literature regarding the teaching of Geography, Urban Geography, and the concept of city; b) recognition of the textbooks for Elementary School I and choice of a material and year/teaching stage based on the approach of the analyzed content; c) exploratory analysis of the textbook, its contents, approaches, resources, and activity proposals; d) finally, the connectivity of the textbook approach with the academic literature. As a result, it was observed that there are gaps in the approach evidenced in the textbook, and that it is necessary for the teacher, as a knowledge mediator in the classroom, to add new tools, practices, and teaching methods to effectively discuss certain geographic concepts, such as the city and the urban, in the short term of two semesters.El abordaje de la Geografía en la enseñanza básica requiere de algunas prácticas que pretenden ayudar a los alumnos a comprender los diferentes aspectos de la disciplina, a través de la realidad del mundo que los rodea. En este artículo intentamos analizar críticamente cómo se aborda el concepto de ciudad en el libro de texto de Geografía para la Escuela Primaria I (Aprender Juntos - 4º curso) y cómo el libro de texto es un material importante en el proceso de enseñanza-aprendizaje. A lo largo de la investigación, se buscó comprender cómo la construcción de un concepto puede ayudar al alumno a desarrollar una visión crítica de su realidad. Se analizó y discutió sobre el concepto de ciudad desde una perspectiva científica para autores clásicos de la geografía y finalmente se investigó cómo se abordó el referido concepto en un libro didáctico concreto. Para ello, se desarrollaron: a) Lecturas de literatura específica sobre la enseñanza de la Geografía, la Geografía Urbana y el concepto de ciudad; b) reconocimiento de los libros de texto de la Escuela Primaria I y elección de un material y año/etapa de enseñanza a partir del abordaje de los contenidos analizados; c) análisis exploratorio del libro de texto, sus contenidos, abordajes, recursos y propuestas de actividades; d) finalmente, la conectividad del abordaje del libro de texto con la literatura académica. Como resultado, se observó que hay lagunas en el enfoque evidenciado en el libro de texto, siendo necesario el profesor como mediador del conocimiento en el aula, para agregar nuevas herramientas, prácticas y métodos de enseñanza para discutir con eficacia ciertos conceptos geográficos, como la ciudad y urbano, en un corto período de 2 semestres escolares. A abordagem da Geografia na educação básica requer algumas práticas que visam auxiliar o aluno a compreender os diferentes aspectos da disciplina, através da realidade do mundo que os cerca. Neste artigo intentou-se analisar criticamente como o conceito de cidade é abordado no livro didático de Geografia do Ensino Fundamental I(Aprender Juntos - 4° ano) e como o livro didático constitui material importante no processo de ensino-aprendizagem. Ao longo da pesquisa buscou -se compreender como a construção de um conceito pode auxiliar o aluno a desenvolver um olhar crítico da sua realidade. Foi analisado e discutido sobre o conceito de cidade a partir de uma perspectiva científica para autores clássicos da geografia e por fim se investigou como o referido conceito foi abordado em livro didático específico. Para tanto, desenvolveu-se: a) Leituras da literatura específica quanto ao ensino de Geografia, a Geografia Urbana e o conceito de cidade; b) reconhecimento dos livros didáticos do Ensino Fundamental I e escolha de um material e ano/etapa de ensino a partir da abordagem do conteúdo analisado; c) análise exploratória do livro didático, seus conteúdos, abordagens, recursos e propostas de atividades; d) por fim, a conectividade da abordagem do livro didático com a literatura acadêmica. Como resultado, foi observado que há lacunas na abordagem evidenciada no livro didático, sendo necessário o professor como mediador do conhecimento em sala de aula, agregar novas ferramentas, práticas e métodos de ensino para discutir de maneira efetiva determinados conceitos geográficos, como o de cidade e urbano, em um curto prazo de 2 semestres letivos.EdUECE2022-12-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/GeoUECE/article/view/1000210.59040/GEOUECE.2317-028X.v11.n21.e202203Revista GeoUECE; v. 11 n. 21 (2022); e2022032317-028Xreponame:GeoUECEinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/GeoUECE/article/view/10002/8740Copyright (c) 2022 Mariana Fortunato Inácio da Silva, Marcos Antônio Silvestre Gomeshttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSilva, Mariana Fortunato Inácio daGomes, Marcos Antônio Silvestre2023-08-03T15:42:52Zoai:ojs.revistas.uece.br:article/10002RevistaPUBhttps://revistas.uece.br/index.php/GeoUECE/oaidenise.bomtempo@uece.br || eduardo.lgco@gmail.com2317-028X2317-028Xopendoar:2023-08-03T15:42:52GeoUECE - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
The representation of the city in textbooks: : an analysis of the content of the 4th grade of elementary school La representación de la ciudad em libros de texto: um análisis del contenido de 4º primaria: um análisis del contenido de 4º primaria A representação de cidade em livros didáticos: uma análise do conteúdo do 4º ano do Ensino Fundamental: an analysis of the content of the 4th grade of elementary school |
title |
The representation of the city in textbooks: : an analysis of the content of the 4th grade of elementary school |
spellingShingle |
The representation of the city in textbooks: : an analysis of the content of the 4th grade of elementary school Silva, Mariana Fortunato Inácio da Geografia Processo ensino-aprendizagem Livro Didático Cidade |
title_short |
The representation of the city in textbooks: : an analysis of the content of the 4th grade of elementary school |
title_full |
The representation of the city in textbooks: : an analysis of the content of the 4th grade of elementary school |
title_fullStr |
The representation of the city in textbooks: : an analysis of the content of the 4th grade of elementary school |
title_full_unstemmed |
The representation of the city in textbooks: : an analysis of the content of the 4th grade of elementary school |
title_sort |
The representation of the city in textbooks: : an analysis of the content of the 4th grade of elementary school |
author |
Silva, Mariana Fortunato Inácio da |
author_facet |
Silva, Mariana Fortunato Inácio da Gomes, Marcos Antônio Silvestre |
author_role |
author |
author2 |
Gomes, Marcos Antônio Silvestre |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Mariana Fortunato Inácio da Gomes, Marcos Antônio Silvestre |
dc.subject.por.fl_str_mv |
Geografia Processo ensino-aprendizagem Livro Didático Cidade |
topic |
Geografia Processo ensino-aprendizagem Livro Didático Cidade |
description |
The approach to Geography in basic education requires some practices that aim to help the student understand the different aspects of the subject, through the reality of the world that surrounds them. In this article, we have tried to critically analyze how the concept of city is approached in the Geography textbook for Primary School I(Aprender Juntos - 4° ano) and how the textbook constitutes important material in the teaching-learning process. Throughout the research we sought to understand how the construction of a concept can help students develop a critical view of their reality. It was analyzed and discussed about the concept of city from a scientific perspective for classic authors of geography and finally it was investigated how this concept was approached in a specific textbook. The methodology considered: a) Readings of specific literature regarding the teaching of Geography, Urban Geography, and the concept of city; b) recognition of the textbooks for Elementary School I and choice of a material and year/teaching stage based on the approach of the analyzed content; c) exploratory analysis of the textbook, its contents, approaches, resources, and activity proposals; d) finally, the connectivity of the textbook approach with the academic literature. As a result, it was observed that there are gaps in the approach evidenced in the textbook, and that it is necessary for the teacher, as a knowledge mediator in the classroom, to add new tools, practices, and teaching methods to effectively discuss certain geographic concepts, such as the city and the urban, in the short term of two semesters. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-26 |
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://revistas.uece.br/index.php/GeoUECE/article/view/10002 10.59040/GEOUECE.2317-028X.v11.n21.e202203 |
url |
https://revistas.uece.br/index.php/GeoUECE/article/view/10002 |
identifier_str_mv |
10.59040/GEOUECE.2317-028X.v11.n21.e202203 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/GeoUECE/article/view/10002/8740 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Mariana Fortunato Inácio da Silva, Marcos Antônio Silvestre Gomes https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Mariana Fortunato Inácio da Silva, Marcos Antônio Silvestre Gomes https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
EdUECE |
publisher.none.fl_str_mv |
EdUECE |
dc.source.none.fl_str_mv |
Revista GeoUECE; v. 11 n. 21 (2022); e202203 2317-028X reponame:GeoUECE instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
GeoUECE |
collection |
GeoUECE |
repository.name.fl_str_mv |
GeoUECE - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
denise.bomtempo@uece.br || eduardo.lgco@gmail.com |
_version_ |
1797047128919375872 |