The city is the classroom: teaching/learning geography from the place

Detalhes bibliográficos
Autor(a) principal: Arruda, Emerson Alves
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: por
Título da fonte: Geosaberes
Texto Completo: http://www.geosaberes.ufc.br/geosaberes/article/view/832
Resumo: The theoric renewal movement of Geography throughout the 20th century and beginning of the 21st century resulted in criticisms of traditional perspectives of teaching and introduction of new methodological guidelines. Faced with these challenges, the Geography basic education teachers have made efforts to tailor the teaching content to meet the space field experienced by the learner. The present paper aims at contributing to pedagogic practices that could provide the educational use of urban areas in Fortaleza based on Merleau-Ponty’s postulates on perception and corporeity, where the existential context of the learner is the starting point to the understanding of the geographical space. Bearing this principle in mind, we have developed a set of activities at General Murilo Borges Moreira State School. We have contextualized the teaching content to meet the learner’s reality and as a result there was a significant retention of new content.
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spelling The city is the classroom: teaching/learning geography from the place La ciudad es la sala de clase: enseñar/aprender geografía desde el lugar A cidade é a sala de aula: ensinar/aprender geografia a partir do lugarThe theoric renewal movement of Geography throughout the 20th century and beginning of the 21st century resulted in criticisms of traditional perspectives of teaching and introduction of new methodological guidelines. Faced with these challenges, the Geography basic education teachers have made efforts to tailor the teaching content to meet the space field experienced by the learner. The present paper aims at contributing to pedagogic practices that could provide the educational use of urban areas in Fortaleza based on Merleau-Ponty’s postulates on perception and corporeity, where the existential context of the learner is the starting point to the understanding of the geographical space. Bearing this principle in mind, we have developed a set of activities at General Murilo Borges Moreira State School. We have contextualized the teaching content to meet the learner’s reality and as a result there was a significant retention of new content.El movimiento de renovación teórica de la geografía a lo largo de lo início del siglo XX y principios del siglo XXI resultó en críticas a las perspectivas tradicionales de lo enseño e introducción de nuevas orientaciones metodológicas. Delante a isto, los maestros de geografía de la educación básica vienen emprendiendo esfuerzos para aproximar los contenidos enseñados a lo dominio espacial experimentado por los estudiantes. El presente trabajo tiene por objetivo contribuir com prácticas pedagógicas que posibiliten el uso didáctico de los espacios urbanos de la ciudad de Fortaleza dialogando con los postulados sobre la percepción y corporeidad de Merleau-Ponty, que la conjuntura existencial de lo estudiante es lo punto de partida para la comprensión de lo espacio geográfico. Siguiendo por ese princípio, desarollamos un conjunto de actividades em la escuela General Murilo Borges Moreira, asociando los contenidos a la realidad experimentada pelos alumnos, que resultó en una retención significativa de las nuevas aprendizajes.O movimento de renovação teórica da Geografia ao longo do século XX e início do século XXI resultou em críticas às perspectivas tradicionais do ensino e introdução de novas orientações metodológicas. Diante disso, os docentes de Geografia da educação básica vêm empreendendo esforços para aproximar os conteúdos ensinados ao domínio espacial vivido pelos educandos. O presente trabalho visa contribuir com práticas pedagógicas que possibilitem o uso didático dos espaços urbanos de Fortaleza,dialogando com os postulados sobre percepção e corporeidade de Merleau-Ponty, onde a conjuntura existencial do estudante é o ponto de partida para a compreensão do espaço geográfico. Partindo desse princípio, desenvolvemos um conjunto de atividades na EEFM Gen. Murilo Borges Moreira, associando os conteúdos à realidade vivida pelos alunos, o que resultou numa retenção significativa dos novos aprendizados.Universidade Federal do Ceará2019-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.geosaberes.ufc.br/geosaberes/article/view/83210.26895/geosaberes.v10i22.832Geosaberes; Vol 10 No 22 (2019): Sept - Dec; 238 - 252Geosaberes; Vol 10 No 22 (2019): Sept - Dec; 238 - 252Geosaberes; Vol 10 No 22 (2019): Sept - Dec; 238 - 2522178-0463reponame:Geosaberesinstname:Universidade Federal do Ceará (UFC)instacron:UFCporhttp://www.geosaberes.ufc.br/geosaberes/article/view/832/795Copyright (c) 2019 Geosabereshttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessArruda, Emerson Alves2019-10-17T12:17:46Zoai:geosaberes.www.geosaberes.ufc.br:article/832Revistahttp://www.geosaberes.ufc.br/geosaberes/PUBhttp://www.geosaberes.ufc.br/geosaberes/oaigeosaberes@ufc.br||jose.z.candido@gmail.com||fabiomoria@yahoo.com.br2178-04632178-0463opendoar:2019-10-17T12:17:46Geosaberes - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv The city is the classroom: teaching/learning geography from the place
La ciudad es la sala de clase: enseñar/aprender geografía desde el lugar
A cidade é a sala de aula: ensinar/aprender geografia a partir do lugar
title The city is the classroom: teaching/learning geography from the place
spellingShingle The city is the classroom: teaching/learning geography from the place
Arruda, Emerson Alves
title_short The city is the classroom: teaching/learning geography from the place
title_full The city is the classroom: teaching/learning geography from the place
title_fullStr The city is the classroom: teaching/learning geography from the place
title_full_unstemmed The city is the classroom: teaching/learning geography from the place
title_sort The city is the classroom: teaching/learning geography from the place
author Arruda, Emerson Alves
author_facet Arruda, Emerson Alves
author_role author
dc.contributor.author.fl_str_mv Arruda, Emerson Alves
description The theoric renewal movement of Geography throughout the 20th century and beginning of the 21st century resulted in criticisms of traditional perspectives of teaching and introduction of new methodological guidelines. Faced with these challenges, the Geography basic education teachers have made efforts to tailor the teaching content to meet the space field experienced by the learner. The present paper aims at contributing to pedagogic practices that could provide the educational use of urban areas in Fortaleza based on Merleau-Ponty’s postulates on perception and corporeity, where the existential context of the learner is the starting point to the understanding of the geographical space. Bearing this principle in mind, we have developed a set of activities at General Murilo Borges Moreira State School. We have contextualized the teaching content to meet the learner’s reality and as a result there was a significant retention of new content.
publishDate 2019
dc.date.none.fl_str_mv 2019-09-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.geosaberes.ufc.br/geosaberes/article/view/832
10.26895/geosaberes.v10i22.832
url http://www.geosaberes.ufc.br/geosaberes/article/view/832
identifier_str_mv 10.26895/geosaberes.v10i22.832
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://www.geosaberes.ufc.br/geosaberes/article/view/832/795
dc.rights.driver.fl_str_mv Copyright (c) 2019 Geosaberes
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Geosaberes
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Ceará
publisher.none.fl_str_mv Universidade Federal do Ceará
dc.source.none.fl_str_mv Geosaberes; Vol 10 No 22 (2019): Sept - Dec; 238 - 252
Geosaberes; Vol 10 No 22 (2019): Sept - Dec; 238 - 252
Geosaberes; Vol 10 No 22 (2019): Sept - Dec; 238 - 252
2178-0463
reponame:Geosaberes
instname:Universidade Federal do Ceará (UFC)
instacron:UFC
instname_str Universidade Federal do Ceará (UFC)
instacron_str UFC
institution UFC
reponame_str Geosaberes
collection Geosaberes
repository.name.fl_str_mv Geosaberes - Universidade Federal do Ceará (UFC)
repository.mail.fl_str_mv geosaberes@ufc.br||jose.z.candido@gmail.com||fabiomoria@yahoo.com.br
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