A construção escolar de saberes geográficos a partir da Investigação do cotidiano no assentamento Zumbi dos Palmares em Mari-PB (2018-2019)

• Autor(a) principal: Cordeiro Neto, Francisco Alves
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/3656
• topic: Ensino de Geografia; Turmas multisseriadas; Educação do campo; LINGUISTICA, LETRAS E ARTES::LETRAS

This dissertation seeks to discuss how it was possible the creation of school geographic knowledge, based on the analysis of daily life in the MST Zumbi dos Palmares settlement, in Mari- PB, in relation to the curricular contents that appear in the Geography textbooks. This investigation took place over two years in two multi-grade classes, which involved the training of 4th and 5th grade students, from the Municipal School of Early Childhood Education and Elementary Education Zumbi dos Palmares, in Mari-PB. The study used two textbooks from two Geography collections for primary school as a basis. This was because, from 2018 to 2019, the school received new books, according to the distribution process of the National Textbook Program (PNLD). The first of them, used in the year 2018, were produced by the authors Isabella Carpaneda and Angiolina Bragança, under the title “new sunflower, field knowledge and practices”, fron the FTD publisher, year 2016, and were destined for the fourth and fifth years of elementary education. In 2019, two collective authored textbooks were used, and whohad as a responsible editor the profissional Lina Youssef Jomma as the responsible editor, with the title “Buriti plus Geography”, produced by the publishing house Moderna in 2018. Thus, this investigation started from the following questions: would it be possible to use the content brought by textbooks relating them to the daily themes of the community of the MST settlement? Through this study, would it be possible to build meaningful relationships and the improvement of the student participation during the classes? The studies included the analysis of how the curricular contents were presented in the two textbooks; also investigated how ocorred elaboration of relations between the contents of the textbooks and the spaces around the community in which the school is inserted. As a final product, teacher training workshops were held, in which each school teacher had the opportunity to build work plans that sought to bring together the themes brought by textbooks with daily activities that are experienced by the community. To carry out the experiences presented, were used the following authors as reference: Arroyo (2007); Ausubel (2003); Faria (2015); Freire (1979; 1996; 2003); Molina (2017); Moreira and Candau (2007); Paim (2005); Pollak (1992); Reis (2011); Santos (2001); and Thompson (1998).