Geography teaching: a case study case teaching practice in fundamental education

Detalhes bibliográficos
Autor(a) principal: Lima, Lí­via Gabriela Damião de
Data de Publicação: 2020
Outros Autores: Freitas, Francisca Wigna da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Geotemas
Texto Completo: http://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.
id UERN-4_ee38bdb83ce318df0a50a5563a2fb2be
oai_identifier_str oai:ojs2.periodicos.apps.uern.br:article/2773
network_acronym_str UERN-4
network_name_str Revista Geotemas
repository_id_str
spelling 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/pdfhttp://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:UERNporhttp://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 http://periodicos.apps.uern.br/index.php/GEOTemas/article/view/2773
url http://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 http://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_ 1797068431439167488

Registros relacionados