Metodologias ativas e teorias cognitivas: perspectiva para o ensino de Geografia nos anos finais do ensino fundamental

• Autor(a) principal: Carneiro, Marnielly Barbosa
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• dARK ID: ark:/83112/0013000009mgm
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/41378
• topic: Metodologias ativas; Desenvolvimento cognitivo; Ensino de Geografia

The teaching of Geography in the final years of Elementary School is going through a critical moment where students show disinterest and dissatisfaction with the discipline. In addition, the teacher has to face many situations and problems that make it difficult to plan and execute classes that attract students again. The classes are, often, traditional and expository and end up not taking into consideration students' level of cognitive development. Therefore, this work has as main objective to associate active methodologies in the teaching of Geography in the final years of Elementary School with the main theories of cognitive development, offering to the teachers a material that can help them to understand what are active methodologies and how to use theories of cognitive development in their planning for Geography classes. In addition to this main objective, this work also seeks to identify the main difficulties for insertion of active methodologies in the classes to teachers, besides distinguishing, through a literature review, the main theories on cognitive development, highlighting the issue of teaching in such theories and propose activities for Geography Teaching using appropriate active methodologies for students' cognitive development. For that, a qualitative, bibliographical research was carried out and also using the research procedure with survey. From this, it was noticeable that one of the greatest difficulties for the use of active methodologies in the classroom, according to teachers, is the lack of time to plan and execute such methodologies. After a bibliographical review on the subjects researched, a series of active methodologies were associated with the theories of cognitive development researched for a more active and meaningful geography teaching. In addition, it was possible to perceive, from an experience report, the efficiency of the use of active methodologies for the teaching of Geography. In this way, it is noticed that the traditional and expositive classes are not the best option for the teaching of Geography for the students of today. The understanding and association between theories of cognitive development and active methodologies, by the teachers, become, thus, a solution for a greater appreciation of the discipline of Geography in the school world, making it attractive and active.