Geography teaching: a case study case teaching practice in fundamental education
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Geotemas |
Texto Completo: | https://periodicos.apps.uern.br/index.php/GEOTemas/article/view/2773 |
Resumo: | Considering that geographical science is dynamic, its discussion is latent in all spheres, including school geography. Within this perspective, the objective of this manuscript is to present an account of experiences in the geography classes of elementary school, having as background the use of active methodologies. The methodological path initially permeates the construction of a bibliographic reference based on authors such as Zabala (1998), Cavalcanti (2002), Paulo Freire (1996), among others who subsidized the debate on the teaching of geography and the educational practice of its teacher. subject. Subsequently, an experience of geography classes in the 9th grade of elementary school II is explained, which will corroborate the relevance of methodological innovations in the teaching-learning process in the geography discipline, for the formation of critical citizens in contemporary society. |
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Geography teaching: a case study case teaching practice in fundamental educationEnseñanza de geografía: un estudio de caso estudio práctica docente en educación fundamental O ENSINO DE GEOGRAFIA: ESTUDO DE CASO DE PRÁTICA DOCENTE NO ENSINO FUNDAMENTAL EnsinoGeografiaMetodologias AtivasPrática EducativaTeachingGeographyActive MethodologiesEducational practiceEnseñanzaGeografíaMetodologías activasPráctica educativaConsidering that geographical science is dynamic, its discussion is latent in all spheres, including school geography. Within this perspective, the objective of this manuscript is to present an account of experiences in the geography classes of elementary school, having as background the use of active methodologies. The methodological path initially permeates the construction of a bibliographic reference based on authors such as Zabala (1998), Cavalcanti (2002), Paulo Freire (1996), among others who subsidized the debate on the teaching of geography and the educational practice of its teacher. subject. Subsequently, an experience of geography classes in the 9th grade of elementary school II is explained, which will corroborate the relevance of methodological innovations in the teaching-learning process in the geography discipline, for the formation of critical citizens in contemporary society.Considerando que la ciencia geográfica es dinámica, su discusión está latente en todas las esferas, incluida la geografía escolar. Dentro de esta perspectiva, el objetivo de este manuscrito es presentar una descripción de las experiencias en las clases de geografía de la escuela primaria, teniendo como trasfondo el uso de metodologías activas. La ruta metodológica impregna inicialmente la construcción de una referencia bibliográfica basada en autores como Zabala (1998), Cavalcanti (2002), Paulo Freire (1996), entre otros que subsidiaron el debate sobre la enseñanza de la geografía y la práctica educativa de su maestro disciplina. Posteriormente, se explica una experiencia de clases de geografía en el noveno grado de la escuela primaria II, que corroborará la relevancia de las innovaciones metodológicas en el proceso de enseñanza-aprendizaje en la disciplina de geografía, para la formación de ciudadanos críticos en la sociedad contemporánea.Ao considerar que a ciência geográfica é dinâmica, a sua discussão é latente em todas as esferas, dentre elas, a Geografia Escolar. Dentro dessa perspectiva, o objetivo deste manuscrito é apresentar um relato de experiências nas aulas de geografia do ensino básico, tendo como base a utilização de metodologias ativas. O percurso metodológico perpassa incialmente pela construção de um referencial bibliográfico pautado em autores como, Zabala (1998), Cavalcanti (2002), Paulo Freire (1987), entre outros quem subsidiaram o debate sobre o ensino de geografia e a prática educativa do docente desta disciplina. Posteriormente é feita a explanação de uma experiência das aulas de geografia no 9º ano do ensino fundamental II, que vai corroborar com a relevância das inovações metodológicas no processo de ensinoaprendizagem na disciplina de geografia, para formação de cidadãos críticos na sociedade contemporânea.Universidade do Estado do Rio Grande do Norte (UERN)2020-12-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion Peer reviewed Revisado por paresAvaliado pelos paresapplication/pdfhttps://periodicos.apps.uern.br/index.php/GEOTemas/article/view/2773Journal Geotemas; Vol. 10 No. 3 (2020): Revista Geotemas; 06-21Revista Geotemas; Vol. 10 Núm. 3 (2020): Revista Geotemas; 06-21Revista Geotemas; v. 10 n. 3 (2020): Revista Geotemas; 06-212236-255Xreponame:Revista Geotemasinstname:Universidade do Estado do Rio Grande do Norte (UERN)instacron:UERNporhttps://periodicos.apps.uern.br/index.php/GEOTemas/article/view/2773/2507Copyright (c) 2020 Revista Geotemasinfo:eu-repo/semantics/openAccessLima, Lívia Gabriela Damião de Freitas, Francisca Wigna da Silva 2020-12-29T16:02:04Zoai:ojs2.periodicos.apps.uern.br:article/2773Revistahttp://periodicos.apps.uern.br/index.php/GEOTemas/indexPUBhttp://periodicos.apps.uern.br/index.php/GEOTemas/oaigeotemas@uern.br||josielguedes@yahoo.com.br2236-255X2236-255Xopendoar:2020-12-29T16:02:04Revista Geotemas - Universidade do Estado do Rio Grande do Norte (UERN)false |
dc.title.none.fl_str_mv |
Geography teaching: a case study case teaching practice in fundamental education Enseñanza de geografía: un estudio de caso estudio práctica docente en educación fundamental O ENSINO DE GEOGRAFIA: ESTUDO DE CASO DE PRÁTICA DOCENTE NO ENSINO FUNDAMENTAL |
title |
Geography teaching: a case study case teaching practice in fundamental education |
spellingShingle |
Geography teaching: a case study case teaching practice in fundamental education Lima, Lívia Gabriela Damião de Ensino Geografia Metodologias Ativas Prática Educativa Teaching Geography Active Methodologies Educational practice Enseñanza Geografía Metodologías activas Práctica educativa |
title_short |
Geography teaching: a case study case teaching practice in fundamental education |
title_full |
Geography teaching: a case study case teaching practice in fundamental education |
title_fullStr |
Geography teaching: a case study case teaching practice in fundamental education |
title_full_unstemmed |
Geography teaching: a case study case teaching practice in fundamental education |
title_sort |
Geography teaching: a case study case teaching practice in fundamental education |
author |
Lima, Lívia Gabriela Damião de |
author_facet |
Lima, Lívia Gabriela Damião de Freitas, Francisca Wigna da Silva |
author_role |
author |
author2 |
Freitas, Francisca Wigna da Silva |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lima, Lívia Gabriela Damião de Freitas, Francisca Wigna da Silva |
dc.subject.por.fl_str_mv |
Ensino Geografia Metodologias Ativas Prática Educativa Teaching Geography Active Methodologies Educational practice Enseñanza Geografía Metodologías activas Práctica educativa |
topic |
Ensino Geografia Metodologias Ativas Prática Educativa Teaching Geography Active Methodologies Educational practice Enseñanza Geografía Metodologías activas Práctica educativa |
description |
Considering that geographical science is dynamic, its discussion is latent in all spheres, including school geography. Within this perspective, the objective of this manuscript is to present an account of experiences in the geography classes of elementary school, having as background the use of active methodologies. The methodological path initially permeates the construction of a bibliographic reference based on authors such as Zabala (1998), Cavalcanti (2002), Paulo Freire (1996), among others who subsidized the debate on the teaching of geography and the educational practice of its teacher. subject. Subsequently, an experience of geography classes in the 9th grade of elementary school II is explained, which will corroborate the relevance of methodological innovations in the teaching-learning process in the geography discipline, for the formation of critical citizens in contemporary society. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer reviewed Revisado por pares Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.apps.uern.br/index.php/GEOTemas/article/view/2773 |
url |
https://periodicos.apps.uern.br/index.php/GEOTemas/article/view/2773 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.apps.uern.br/index.php/GEOTemas/article/view/2773/2507 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Geotemas info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Geotemas |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio Grande do Norte (UERN) |
publisher.none.fl_str_mv |
Universidade do Estado do Rio Grande do Norte (UERN) |
dc.source.none.fl_str_mv |
Journal Geotemas; Vol. 10 No. 3 (2020): Revista Geotemas; 06-21 Revista Geotemas; Vol. 10 Núm. 3 (2020): Revista Geotemas; 06-21 Revista Geotemas; v. 10 n. 3 (2020): Revista Geotemas; 06-21 2236-255X reponame:Revista Geotemas instname:Universidade do Estado do Rio Grande do Norte (UERN) instacron:UERN |
instname_str |
Universidade do Estado do Rio Grande do Norte (UERN) |
instacron_str |
UERN |
institution |
UERN |
reponame_str |
Revista Geotemas |
collection |
Revista Geotemas |
repository.name.fl_str_mv |
Revista Geotemas - Universidade do Estado do Rio Grande do Norte (UERN) |
repository.mail.fl_str_mv |
geotemas@uern.br||josielguedes@yahoo.com.br |
_version_ |
1805033581270007808 |