O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/11772 |
Resumo: | The present work is constituted by a discussion that permeated during the Professional Masters in Teaching in Basic Education of the Graduate Program Stricto Senso of CEPAE/UFG between the years 2018 to 2021, about the teaching of Geography contextualized to the place of experience and coexistence of students, in the process of building the geographical concept of Place. We understand that the link between the teaching of Geography and the student's reality allows us to broadly analyze the geographic space in order to understand its dynamics, enabling the student to understand and act in their reality. Therefore, how can the teaching of Geography, articulated with the students' place of experience and coexistence, enhance and contribute to the construction of knowledge? In this sense, the research aimed to analyze the process of construction of the geographical concept of Place, through the place of experience and coexistence of indigenous and non-indigenous students in the 1st year of High School, who are part of the contiguous space between the College. State Dom Cândido Pensa and the Karajá Buridina Village. The College and the Village are in the Karajá de Aruanã I Indigenous Land (TI), in the city of Aruanã-GO. The research was carried out with the following methodological procedures: literature review with the aim of investigating the topic in question; direct and participant observation of the school environment; documental analysis of the Political-Pedagogical Project of Colégio Estadual Dom Cândido Pensa; interviews with teachers in order to establish a perspective in relation to the pedagogical work carried out at the school; application of a questionnaire to students from the 1st year A of High School, from the year 2020, in order to analyze the interactions between the teaching of Geography and its reality. We realized, through the analysis of the results acquired with these procedures, that several obstacles make the link between teaching and the students' place of experience and coexistence unfeasible. In view of the results obtained and analyzed in this research, the elaboration of the educational product was established as a principle. This product is a didactic sequence, entitled Iny and Tori as protagonists in the construction of the Living-living place. |
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Olanda, Elson Rodrigueshttp://lattes.cnpq.br/0532009627733753Olanda, Elson RodriguesGonçalves, Glauco RobertoBento, Izabella Peracinihttp://lattes.cnpq.br/1049832191198022Rocha, Arantes da Silva2021-11-25T11:58:47Z2021-11-25T11:58:47Z2021-08-05ROCHA, A. S. O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO. 2021. 187 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2021.http://repositorio.bc.ufg.br/tede/handle/tede/11772The present work is constituted by a discussion that permeated during the Professional Masters in Teaching in Basic Education of the Graduate Program Stricto Senso of CEPAE/UFG between the years 2018 to 2021, about the teaching of Geography contextualized to the place of experience and coexistence of students, in the process of building the geographical concept of Place. We understand that the link between the teaching of Geography and the student's reality allows us to broadly analyze the geographic space in order to understand its dynamics, enabling the student to understand and act in their reality. Therefore, how can the teaching of Geography, articulated with the students' place of experience and coexistence, enhance and contribute to the construction of knowledge? In this sense, the research aimed to analyze the process of construction of the geographical concept of Place, through the place of experience and coexistence of indigenous and non-indigenous students in the 1st year of High School, who are part of the contiguous space between the College. State Dom Cândido Pensa and the Karajá Buridina Village. The College and the Village are in the Karajá de Aruanã I Indigenous Land (TI), in the city of Aruanã-GO. The research was carried out with the following methodological procedures: literature review with the aim of investigating the topic in question; direct and participant observation of the school environment; documental analysis of the Political-Pedagogical Project of Colégio Estadual Dom Cândido Pensa; interviews with teachers in order to establish a perspective in relation to the pedagogical work carried out at the school; application of a questionnaire to students from the 1st year A of High School, from the year 2020, in order to analyze the interactions between the teaching of Geography and its reality. We realized, through the analysis of the results acquired with these procedures, that several obstacles make the link between teaching and the students' place of experience and coexistence unfeasible. In view of the results obtained and analyzed in this research, the elaboration of the educational product was established as a principle. This product is a didactic sequence, entitled Iny and Tori as protagonists in the construction of the Living-living place.O presente trabalho é constituído de uma discussão que permeou durante o Mestrado Profissional em Ensino na Educação Básica do Programa de Pós-Graduação Stricto Senso do CEPAE/UFG entre os anos de 2018 a 2021, sobre o ensino de Geografia contextualizado ao lugar de vivência e convivência dos alunos, no processo de construção do conceito geográfico de Lugar. Entendemos que o vínculo entre o ensino de Geografia e a realidade do aluno nos permite analisar de forma ampla o espaço geográfico para a compreensão de suas dinâmicas, possibilitando que o aluno possa compreender e atuar em sua realidade. Sendo assim, como o ensino de Geografia, articulado ao lugar de vivência e convivência dos alunos, pode potencializar e contribuir para a construção de conhecimentos? Nesse sentido, a pesquisa teve como objetivo analisar o processo de construção do conceito geográfico de Lugar, por meio do lugar de vivência e convivência dos alunos indígenas e não indígenas do 1º ano do Ensino Médio, os quais fazem parte do espaço contíguo entre o Colégio Estadual Dom Cândido Penso e a Aldeia Karajá Buridina. O Colégio e a Aldeia estão na Terra Indígena (TI) Karajá de Aruanã I, na cidade de Aruanã-GO. A pesquisa foi realizada com os seguintes procedimentos metodológicos: revisão bibliográfica com o intuito de investigar o tema em questão; observação direta e participante do ambiente escolar; análise documental do Projeto Político-Pedagógico do Colégio Estadual Dom Cândido Penso; entrevistas com os professores com o objetivo de estabelecer uma perspectiva em relação aos trabalhos pedagógicos realizados no colégio; aplicação de um questionário aos alunos do 1º ano A do Ensino Médio, do ano de 2020, com o intuito de analisar as interações entre o ensino de Geografia e sua realidade. Percebemos, por meio da análise dos resultados adquiridos com estes procedimentos, que vários obstáculos inviabilizam o elo entre o ensino e o lugar de vivência e convivência dos alunos. Diante dos resultados obtidos e analisados nesta pesquisa, foi estabelecida como princípio a elaboração do produto educacional. Esse produto é uma sequência didática, intitulada Iny e Tori como protagonistas da construção do Lugar de vivência-convivência.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2021-11-24T11:29:44Z No. of bitstreams: 2 Dissertação - Arantes da Silva Rocha - 2021.pdf: 4384195 bytes, checksum: 90e3cd30d216327ef59a4542456c3f2c (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2021-11-25T11:58:47Z (GMT) No. of bitstreams: 2 Dissertação - Arantes da Silva Rocha - 2021.pdf: 4384195 bytes, checksum: 90e3cd30d216327ef59a4542456c3f2c (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2021-11-25T11:58:47Z (GMT). No. of bitstreams: 2 Dissertação - Arantes da Silva Rocha - 2021.pdf: 4384195 bytes, checksum: 90e3cd30d216327ef59a4542456c3f2c (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2021-08-05porUniversidade Federal de GoiásPrograma de Pós-graduação em Ensino na Educação Básica (CEPAE)UFGBrasilCentro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino de geografiaLugarLugar vivido-convividoAruanã-TI KarajáTeaching geographyPlaceLiving-living placeAruanã-IL KarajáCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMO lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GOThe place of living-coexistence in the teaching-learning process: the spatiality of the Karajá de Aruanã I indigenous land, in Aruanã-GOinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis525005005001370reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/e8202dfe-1768-45cd-b418-5665a8e58ca0/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/300de72f-2cc3-4b31-934a-40bd4b92c48a/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALDissertação - Arantes da Silva Rocha - 2021.pdfDissertação - Arantes da Silva Rocha - 2021.pdfapplication/pdf4384195http://repositorio.bc.ufg.br/tede/bitstreams/119ca65e-39ba-4942-a9dd-773ec93dac4b/download90e3cd30d216327ef59a4542456c3f2cMD53tede/117722021-11-25 08:58:47.779http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/11772http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2021-11-25T11:58:47Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO |
dc.title.alternative.eng.fl_str_mv |
The place of living-coexistence in the teaching-learning process: the spatiality of the Karajá de Aruanã I indigenous land, in Aruanã-GO |
title |
O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO |
spellingShingle |
O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO Rocha, Arantes da Silva Ensino de geografia Lugar Lugar vivido-convivido Aruanã-TI Karajá Teaching geography Place Living-living place Aruanã-IL Karajá CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO |
title_full |
O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO |
title_fullStr |
O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO |
title_full_unstemmed |
O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO |
title_sort |
O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO |
author |
Rocha, Arantes da Silva |
author_facet |
Rocha, Arantes da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Olanda, Elson Rodrigues |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0532009627733753 |
dc.contributor.referee1.fl_str_mv |
Olanda, Elson Rodrigues |
dc.contributor.referee2.fl_str_mv |
Gonçalves, Glauco Roberto |
dc.contributor.referee3.fl_str_mv |
Bento, Izabella Peracini |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1049832191198022 |
dc.contributor.author.fl_str_mv |
Rocha, Arantes da Silva |
contributor_str_mv |
Olanda, Elson Rodrigues Olanda, Elson Rodrigues Gonçalves, Glauco Roberto Bento, Izabella Peracini |
dc.subject.por.fl_str_mv |
Ensino de geografia Lugar Lugar vivido-convivido Aruanã-TI Karajá |
topic |
Ensino de geografia Lugar Lugar vivido-convivido Aruanã-TI Karajá Teaching geography Place Living-living place Aruanã-IL Karajá CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Teaching geography Place Living-living place Aruanã-IL Karajá |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The present work is constituted by a discussion that permeated during the Professional Masters in Teaching in Basic Education of the Graduate Program Stricto Senso of CEPAE/UFG between the years 2018 to 2021, about the teaching of Geography contextualized to the place of experience and coexistence of students, in the process of building the geographical concept of Place. We understand that the link between the teaching of Geography and the student's reality allows us to broadly analyze the geographic space in order to understand its dynamics, enabling the student to understand and act in their reality. Therefore, how can the teaching of Geography, articulated with the students' place of experience and coexistence, enhance and contribute to the construction of knowledge? In this sense, the research aimed to analyze the process of construction of the geographical concept of Place, through the place of experience and coexistence of indigenous and non-indigenous students in the 1st year of High School, who are part of the contiguous space between the College. State Dom Cândido Pensa and the Karajá Buridina Village. The College and the Village are in the Karajá de Aruanã I Indigenous Land (TI), in the city of Aruanã-GO. The research was carried out with the following methodological procedures: literature review with the aim of investigating the topic in question; direct and participant observation of the school environment; documental analysis of the Political-Pedagogical Project of Colégio Estadual Dom Cândido Pensa; interviews with teachers in order to establish a perspective in relation to the pedagogical work carried out at the school; application of a questionnaire to students from the 1st year A of High School, from the year 2020, in order to analyze the interactions between the teaching of Geography and its reality. We realized, through the analysis of the results acquired with these procedures, that several obstacles make the link between teaching and the students' place of experience and coexistence unfeasible. In view of the results obtained and analyzed in this research, the elaboration of the educational product was established as a principle. This product is a didactic sequence, entitled Iny and Tori as protagonists in the construction of the Living-living place. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-11-25T11:58:47Z |
dc.date.available.fl_str_mv |
2021-11-25T11:58:47Z |
dc.date.issued.fl_str_mv |
2021-08-05 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ROCHA, A. S. O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO. 2021. 187 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2021. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/11772 |
identifier_str_mv |
ROCHA, A. S. O lugar de vivência-convivência no processo de ensino-aprendizagem: a espacialidade da terra indígena Karajá de Aruanã I, em Aruanã-GO. 2021. 187 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2021. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/11772 |
dc.language.iso.fl_str_mv |
por |
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por |
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52 |
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500 500 500 |
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1 |
dc.relation.cnpq.fl_str_mv |
370 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
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UFG |
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