A identidade cultural no ensino de geografia: estudo de caso no município de Itaguaí- RJ

• Autor(a) principal: Araújo, Caroline Pinho de
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/13491
• topic: Cultural identity; Cultural geography; Teaching practices and practices; Identidade cultural; Geografia cultural; Ensino e práticas didáticas; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA

Teaching geography from a cultural geography perspective is to promote understanding of the importance of the cultural component of students in the classroom. In this way, the main objective of this research is to understand how Geography teaching can deal with cultural identities with two 6th grade classes and a 7th grade class of the students of the Municipal School Prefeito Vicente Cicarino-CIEP 300, located in the city of Itaguaí , Municipality of the Metropolitan Region of Rio de Janeiro. In view of this, this work aims at the expansion of cultural aspects in the area of education and in the teaching of Geography, the expansion of discussions about curriculum and culture in the field of education, and the need for school Geography to participate in these discussions, to advance in the search for a Significant school geography for the teaching-learning process and to expand the debates of Cultural Geography in the scope of teaching. Considering that culture is a recurring theme in the educational area and geography as a school discipline, it has influences and contributions in these debates, richly for possible analyzes.From the qualitative research through the methodology of Case Study we sought to identify particularities and singularities within the reality of the school space and the classroom. For this purpose, the questionnaires and the essay were used as research instruments; The analysis of the minimum geography curriculum of the State of Rio de Janeiro, since there is no municipal curriculum and three proposals of pedagogical practices that had as objective to think the cultural identities of the students (two developed in the classroom and a field work). The final results allowed to understand the students' lack of mobility in the city, the need for reformulations in the curriculum and the valorization of symbolic and subjective aspects in the learning teaching process.