O Ensino de Geografia apresentado para o 6º ano na Educopédia SME/RJ

• Main Author: O, Renata Bernardo Andrade
• Publication Date: 2018
• Format: Master thesis
• Language: por
• Source: Biblioteca Digital de Teses e Dissertações da UERJ
• Download full: http://www.bdtd.uerj.br/handle/1/13494
• topic: Teaching Geography; Education; Curriculum; ICT; Ensino de Geografia; Educopédia; Currículo; TICs; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA

The present work has the objective of analyzing how geography teaching is presented in the 6th year of elementary education developed from the use of Educopédia based on the analysis of the Curricular Guidelines of SME / RJ (2016). The concepts and contents of school geography should teach students a way of viewing the world through the geographic way of thinking that enables them to learn to read differential spatiality, the natural, social, political, and economic origins of the uneven production of space geographical. To stimulate the students' gaze, to understand space as a product and producer of existing relationships in society and their organization. The Educopédia in the form of a project was created by teachers selected from the network itself, considering the Curricular Guidelines of the Municipality of Rio de Janeiro. The project consists of activities that include themes / contents, with respective competences, divided into thirty-two digital classes, by disciplines, corresponding to the weeks of the school year. Videos, animations, images, texts, podcasts, quiz and games are inserted in the activities, following a pre-defined route. The methodology used in this research is qualitative, based on the content analysis of the page of the digital platform, on the Internet, and the contents of geography in general described. Thus, the focus of the Curricular Orientation study in Rio de Janeiro and the Educopédia platform, through the collection of data refer to the curricular document and the page, on the Internet; and, finally, the analysis of their content. As a result, it is analyzed that the Curricular Guidelines present two curricular matrices resulting in a certain confusion between curriculum organized by competences and abilities, and the curriculum focused on the objectives and contents / thematic of the school disciplines, based on Lopes (2008). We also analyze the predominant elements such as objectives, skills and abilities geared to the know-how and to recognize contents of geography organized in a traditional way. It is possible to summarize the curricular organization from contents, objectives and teaching of these in order to have efficiency in the results. It is observed as objectives set for the learning of the students to recognize, to observe and to identify the geographic elements, of specific contents, but not associated to the aspects of the quotidian. The suggestions of classroom work for the teacher seem to be related to the daily life of the student, but only in a partial way although with a modern dress and speech it is still traditional only recognition of the diversities and use of technologies without criticizing the established hegemonic power.