Práticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJA

• Autor(a) principal: Gomes, Rodrigo Rodrigues Freire
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000c6nd
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10689
• topic: Práticas espaciais; EAJA; Sequência didática; Ensino de Geografia; Spatial practices; Didactic sequence; Geography teaching; CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA::GEOGRAFIA URBANA

This research aims to analyze the spatial practices of students of EAJA in Goiânia and its potential relationship with the teaching of Geography, with students in two municipal schools that offer this type of teaching. To contemplate the objective, the research aims to answer the following problem: Considering the context of EAJA together with the profile of its students, how do students' spatial practices contribute to a meaningful Geography Teaching that is linked to their daily realities? In this sense, spatial practices, from readings and references about the concept, can be understood as the trajectories and routines that subjects perform daily in their daily lives and the ways that they structure themselves in space to survive. In this way, the routines and everyday practices of EAJA students are marked by a struggle for survival, in which these students experience, transit and wander through various landscapes contained in the urban space, that result in the multiplicity of visions, concepts, problems and contradictions about the city in which they live. These aspects are crucial to think how Geography Teaching, linked to the thematic city, can collaborate to contemplate the spatial practices of these students, articulating to them a critical, problematizing and integrated knowledge about the elements they encounter daily in their living spaces. To carry out the referred research, the participant research methodology was used. In view of that, the Pedagogical Political Project was analyzed, which is prepared by the Municipal Department of Education, in the area of Geography, and this document guides the forwarding of the teaching-learning process to this teaching modality. There was also a reading of the annual Geography planning for the 2019 academic year of the two teachers from the research field schools. The observation of Geography classes held in all EAJA series was intended to experience and understand the whole dynamics of Geography teaching in this teaching modality, observing the contents covered and the student-teacher relationship during classes; in these schools, informal conversations with teachers were also targets of analysis. In addition, some questionnaires were applied. The first had the objective of analyzing the socioeconomic profile of the students of the two EAJA field schools. The second aimed to understand the students' spatial practices, in order to systematize and transform into content to be worked on in a didactic sequence model, as proposed by Cavalcanti (2013). Finally, to summarize the activities carried out, an activity was applied in order to ascertain the students' views after the intervention moments carried out with them. In general terms, after the activities carried out, it is considered essential to work on the spatial practices of students in the classroom, because it gives them the opportunity to have a more scientific understanding of the dilemmas, problems and contradictions that they experience and encounter within the city. This finding comes from the students 'reaction and behavior towards the activities carried out, which in general, it was noticed that a content linked to the students' reality promotes better participation and learning by the students, when there is a wide discussion of the space lived by they.