Ensino de geografia nas escolas das Ilhas Queimadas/PA: o lugar ribeirinho no contexto amazônico

• Autor(a) principal: Farias, Rosana Torrinha Silva de
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/00130000053r6
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9245
• topic: Ensino; Geografia; Escala geográfica; Contexto amazônico; Potencializar; Teaching; Geography; Geographic scale; Amazonian context; Potentialize; Enseñanza; Contexto amazónico; Potenciar; CIENCIAS HUMANAS::GEOGRAFIA

The work corresponds to the teaching of Geography in the riverside schools in the Brazilian Amazon, more precisely, developed in the educational institutions Alexandre Ferreira da Silva and Clodóvio Coelho, both located in the Queimadas Islands, in the Complex Marajoara Amazonian, in the State of Pará. and to enhance the teaching of Geography in riverside schools, starting from the Amazon context and the relation / interaction with the place and with the world as reference in the construction of knowledge. In order to meet the proposed objective, the research compendium comprised in analyzing how the curricular proposal and the didactic book contemplate, guide and make possible the teaching of Geography, from the Amazonian context and the relation / interaction with place and with the world, as well as , the teachers interact with the curricular contents in their pedagogical practices, another pretension was to enhance teaching through didactic-pedagogical tools, using the Amazonian geographic scale as a matrix in the articulation and relation with other spaces in the construction of geographic knowledge. The necessary knowledge bases for teaching created by Shulman (1986, 1987) and perfected by Mizukami (2004), were the fundamentals of support for the development of research. The application of a collaborative research, together with the participant observation technique, allowed the reflection and the joint analysis between the riverside teachers and the researcher, on the form of knowledge material in the teachers' pedagogical practices and which scalar dimensions they can reach in the didactic mediation between the different knowledge that holds with the curricular contents, and in this integration, as the Amazonian context is referenced in the construction of the geographical knowledge. The methodological dynamics followed from recorded oral interviews, questionnaire application, informal dialogue, and execution of actions. The research space-time comprised the years 2017 to 2018. The field research was developed in three stages: the first one was the exploratory research, the second comprised the application of the instruments: recorded interviews and questionnaire, five teachers participated in this phase, three from the 3rd to the 5th year and two from the 6th year; in the third stage the participant observation took place with the participation of the two geography teachers of the 6th grade, one from each school. Initially, the observation of teachers' practices made it possible to understand that teaching was developed in a complex way, teachers presented difficulties in mediating the teaching between the curricular contents with their knowledge and those of the students, the contents were worked in a dispersed way with little involvement and / or consideration and articulation with the living context of the riverine in the Amazon. Faced with this reality, actions were planned and executed in order to promote the strengthening and enhancement of geography teaching, for which the Amazon was used as an articulating geographic scale between the riverside place and the world. The application of the instrumental apparatus, together with the set of strategies, with a view to enhancing the teaching of geography using the Amazonian geographic scale in the relation between spatial dimensions, can be said to be an important strengthening and potentiating bias of the teaching in riverside schools.