Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
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/1/18758 |
Resumo: | This research is in the field of Geography Teaching, based on the pedagogical and humanistic proposal, also considering evaluation aspects. Through Geography Teaching, this study focuses on the students’ point of view about school and on the relations established there in order to reframe the classroom with collaborative actions, in addition to favor the adaptation to this place, respecting individual limitations and including the learners as participants and collaborators of this investigation. Meanwhile, there is the proposal of arousing individual representations, conceptions and questionings about the place, the space, besides other locations, engaging the students on the construction and performance of the habitual pedagogical practices and on the evaluation process. This work aims at proposing and analyzing the development of the pedagogical practice and at the evaluation process based in a humanistic perspective to the Geography Teaching based on a Pedagogical and Evaluative Sequence on the sixth grade of Ensino Fundamental at Rede Municipal do Rio de Janeiro. Therefore, the research-action methodology and bibliographic research were adopted based on sources of the Humanistic Geography and School Geography, as well as on aspects related to the teaching-learning process and on the construction of knowledge. The pedagogical proposal was structured on the key word “place”, which was used to connect the covered topics on the four Pedagogical-Evaluative Moments that support the Pedagogical and Evaluative Sequence. Likewise, it has contributed with the process of re-meaning of the classroom. Finally, it is possible to claim that not taking the students’ point of view into consideration and without the moments of re-meaning of the classroom or without the conceptions and questionings of the pupils, the Pedagogical and Evaluative Sequence would be impossible or even unlikely to be accomplished. Through the dialog and valorization of the students’ perspective, the pedagogical- evaluative approach has shown potential to embrace students into developing and realizing the habitual pedagogical proposal. The results have demonstrated that the accomplishment of this pedagogical movement has been able to reach the intention of the research, as well as collaborating as the essence of the product of this thesis. Other possibilities of applying the Pedagogical and Evaluative Sequence are suggested and, furthermore, possible improvements of studies in the covered topic. |
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Silva, Lincoln Tavareshttp://lattes.cnpq.br/1212978359249510Costa, Alexander Josef Sá Tobias dahttp://lattes.cnpq.br/4646726597049553Lima, Rogério Mendes dehttp://lattes.cnpq.br/1511965134284642http://lattes.cnpq.br/8350079926268151Pinto, Marco Antonio Tavaresmarco.tavares@live.com2022-12-13T13:32:23Z2021-08-23PINTO, Marco Antonio Tavares. Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula. 2021. 136 f. Dissertação (Mestrado Profissional em Ensino em Educação Básica - CAp UERJ) - Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2021.http://www.bdtd.uerj.br/handle/1/18758This research is in the field of Geography Teaching, based on the pedagogical and humanistic proposal, also considering evaluation aspects. Through Geography Teaching, this study focuses on the students’ point of view about school and on the relations established there in order to reframe the classroom with collaborative actions, in addition to favor the adaptation to this place, respecting individual limitations and including the learners as participants and collaborators of this investigation. Meanwhile, there is the proposal of arousing individual representations, conceptions and questionings about the place, the space, besides other locations, engaging the students on the construction and performance of the habitual pedagogical practices and on the evaluation process. This work aims at proposing and analyzing the development of the pedagogical practice and at the evaluation process based in a humanistic perspective to the Geography Teaching based on a Pedagogical and Evaluative Sequence on the sixth grade of Ensino Fundamental at Rede Municipal do Rio de Janeiro. Therefore, the research-action methodology and bibliographic research were adopted based on sources of the Humanistic Geography and School Geography, as well as on aspects related to the teaching-learning process and on the construction of knowledge. The pedagogical proposal was structured on the key word “place”, which was used to connect the covered topics on the four Pedagogical-Evaluative Moments that support the Pedagogical and Evaluative Sequence. Likewise, it has contributed with the process of re-meaning of the classroom. Finally, it is possible to claim that not taking the students’ point of view into consideration and without the moments of re-meaning of the classroom or without the conceptions and questionings of the pupils, the Pedagogical and Evaluative Sequence would be impossible or even unlikely to be accomplished. Through the dialog and valorization of the students’ perspective, the pedagogical- evaluative approach has shown potential to embrace students into developing and realizing the habitual pedagogical proposal. The results have demonstrated that the accomplishment of this pedagogical movement has been able to reach the intention of the research, as well as collaborating as the essence of the product of this thesis. Other possibilities of applying the Pedagogical and Evaluative Sequence are suggested and, furthermore, possible improvements of studies in the covered topic.Esta pesquisa se insere no campo do Ensino de Geografia, baseando-se em proposta pedagógica e humanística, considerando também aspectos avaliativos. Através do Ensino de Geografia, o estudo dá ênfase ao olhar dos estudantes sobre a escola e sobre as relações que nela se estabelecem, para que seja possível ressignificar a sala de aula com ações colaborativas e, igualmente, favorecer a adaptação a esse lugar, respeitando as limitações individuais e incluindo os educandos como participantes e colaboradores da investigação. Concomitantemente, há o propósito de provocar o surgimento de representações, concepções e questionamentos individuais e coletivos sobre o lugar, o espaço vivido, além de outros espaços, envolvendo os discentes na construção e execução de práticas pedagógicas cotidianas e no processo de avaliação. O trabalho tem como objetivo propor e analisar o desenvolvimento de prática pedagógica e de processo avaliativo baseados em perspectiva humanística para o Ensino de Geografia no sexto ano do Ensino Fundamental da Rede Municipal do Rio de Janeiro. Para tanto, adotou-se a metodologia da pesquisa-ação e pesquisa bibliográfica baseada em fontes sobre Geografia Humanista e Geografia Escolar, assim como, em aspectos ligados ao processo de ensinoaprendizagem (SIC) e da construção de conhecimentos. A proposta pedagógica foi estruturada com base no conceito-chave “lugar” que foi utilizado para conectar os temas abordados nos quatro Momentos Pedagógicos-Avaliativos que compõe a Sequência Pedagógica e Avaliativa. Do mesmo modo, contribuiu com o processo de ressignificação da sala de aula. Por fim, é possível afirmar que desprezando o olhar dos estudantes; sem momentos de ressignificação da sala de aula ou sem a presença de concepções e questionamentos discentes, a SPA se tornaria inviável ou até mesmo improvável de ser realizada. Através do diálogo e da valorização da perspectiva discente, a abordagem pedagógico-avaliativa demonstrou potencial em atrair os estudantes para o desenvolvimento e realização das propostas pedagógicas cotidianas. Os resultados apontam que a realização desse movimento pedagógico foi capaz de atender os propósitos da pesquisa e, juntamente, colaborar como essência do produto desta dissertação. Também são apontadas outras possibilidades de aplicação da SPA e possíveis aprimoramentos para estudos dentro dessa temática.Submitted by Carolina CAP/B (carolina.silva@uerj.br) on 2022-12-13T13:32:23Z No. of bitstreams: 1 Dissertação - Marco Antonio Tavares Pinto - 2021 - Completa.pdf: 2675983 bytes, checksum: 031e138384badcaeb8414b8ca9e0f464 (MD5)Made available in DSpace on 2022-12-13T13:32:23Z (GMT). No. of bitstreams: 1 Dissertação - Marco Antonio Tavares Pinto - 2021 - Completa.pdf: 2675983 bytes, checksum: 031e138384badcaeb8414b8ca9e0f464 (MD5) Previous issue date: 2021-08-23application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação de Ensino em Educação Básica - CAp UERJUERJBrasilCentro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da SilveiraGeographyClassroomPedagogical practicesStudentsMeaningsGeografiaSala de aulaPráticas pedagógicasAlunosSignificadosCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALEnsino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aulaHumanistic Geography teaching in municipal public school: the concept of place and its concept in the classroominfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissertação - Marco Antonio Tavares Pinto - 2021 - Completa.pdfDissertação - Marco Antonio Tavares Pinto - 2021 - Completa.pdfapplication/pdf2675983http://www.bdtd.uerj.br/bitstream/1/18758/2/Disserta%C3%A7%C3%A3o+-+Marco+Antonio+Tavares+Pinto+-+2021+-+Completa.pdf031e138384badcaeb8414b8ca9e0f464MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82123http://www.bdtd.uerj.br/bitstream/1/18758/1/license.txte5502652da718045d7fcd832b79fca29MD511/187582024-02-26 15:47:18.372oai:www.bdtd.uerj.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-26T18:47:18Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula |
dc.title.alternative.eng.fl_str_mv |
Humanistic Geography teaching in municipal public school: the concept of place and its concept in the classroom |
title |
Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula |
spellingShingle |
Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula Pinto, Marco Antonio Tavares Geography Classroom Pedagogical practices Students Meanings Geografia Sala de aula Práticas pedagógicas Alunos Significados CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
title_short |
Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula |
title_full |
Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula |
title_fullStr |
Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula |
title_full_unstemmed |
Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula |
title_sort |
Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula |
author |
Pinto, Marco Antonio Tavares |
author_facet |
Pinto, Marco Antonio Tavares marco.tavares@live.com |
author_role |
author |
author2 |
marco.tavares@live.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Silva, Lincoln Tavares |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1212978359249510 |
dc.contributor.referee1.fl_str_mv |
Costa, Alexander Josef Sá Tobias da |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4646726597049553 |
dc.contributor.referee2.fl_str_mv |
Lima, Rogério Mendes de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1511965134284642 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8350079926268151 |
dc.contributor.author.fl_str_mv |
Pinto, Marco Antonio Tavares marco.tavares@live.com |
contributor_str_mv |
Silva, Lincoln Tavares Costa, Alexander Josef Sá Tobias da Lima, Rogério Mendes de |
dc.subject.eng.fl_str_mv |
Geography Classroom Pedagogical practices Students Meanings |
topic |
Geography Classroom Pedagogical practices Students Meanings Geografia Sala de aula Práticas pedagógicas Alunos Significados CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
dc.subject.por.fl_str_mv |
Geografia Sala de aula Práticas pedagógicas Alunos Significados |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
description |
This research is in the field of Geography Teaching, based on the pedagogical and humanistic proposal, also considering evaluation aspects. Through Geography Teaching, this study focuses on the students’ point of view about school and on the relations established there in order to reframe the classroom with collaborative actions, in addition to favor the adaptation to this place, respecting individual limitations and including the learners as participants and collaborators of this investigation. Meanwhile, there is the proposal of arousing individual representations, conceptions and questionings about the place, the space, besides other locations, engaging the students on the construction and performance of the habitual pedagogical practices and on the evaluation process. This work aims at proposing and analyzing the development of the pedagogical practice and at the evaluation process based in a humanistic perspective to the Geography Teaching based on a Pedagogical and Evaluative Sequence on the sixth grade of Ensino Fundamental at Rede Municipal do Rio de Janeiro. Therefore, the research-action methodology and bibliographic research were adopted based on sources of the Humanistic Geography and School Geography, as well as on aspects related to the teaching-learning process and on the construction of knowledge. The pedagogical proposal was structured on the key word “place”, which was used to connect the covered topics on the four Pedagogical-Evaluative Moments that support the Pedagogical and Evaluative Sequence. Likewise, it has contributed with the process of re-meaning of the classroom. Finally, it is possible to claim that not taking the students’ point of view into consideration and without the moments of re-meaning of the classroom or without the conceptions and questionings of the pupils, the Pedagogical and Evaluative Sequence would be impossible or even unlikely to be accomplished. Through the dialog and valorization of the students’ perspective, the pedagogical- evaluative approach has shown potential to embrace students into developing and realizing the habitual pedagogical proposal. The results have demonstrated that the accomplishment of this pedagogical movement has been able to reach the intention of the research, as well as collaborating as the essence of the product of this thesis. Other possibilities of applying the Pedagogical and Evaluative Sequence are suggested and, furthermore, possible improvements of studies in the covered topic. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-08-23 |
dc.date.accessioned.fl_str_mv |
2022-12-13T13:32:23Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
PINTO, Marco Antonio Tavares. Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula. 2021. 136 f. Dissertação (Mestrado Profissional em Ensino em Educação Básica - CAp UERJ) - Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2021. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/18758 |
identifier_str_mv |
PINTO, Marco Antonio Tavares. Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula. 2021. 136 f. Dissertação (Mestrado Profissional em Ensino em Educação Básica - CAp UERJ) - Instituto de Aplicação Fernando Rodrigues da Silveira, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2021. |
url |
http://www.bdtd.uerj.br/handle/1/18758 |
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Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira |
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Universidade do Estado do Rio de Janeiro |
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