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

Detalhes bibliográficos
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:/38995/001300000c80s
Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10689
Resumo: 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.
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spelling Cavalcanti, Lana de Souzahttp://lattes.cnpq.br/8827112569170294Cavalcanti, Lana de SouzaRichter, DenisOliveira, Karla Anyelly Teixeira dehttp://lattes.cnpq.br/0863086787300480Gomes, Rodrigo Rodrigues Freire2020-09-14T15:34:34Z2020-09-14T15:34:34Z2020-04-29GOMES, R R. F. Práticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJA. 2020. 152 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2020http://repositorio.bc.ufg.br/tede/handle/tede/10689ark:/38995/001300000c80sThis 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.Essa pesquisa tem como objetivo analisar as práticas espaciais dos alunos da EAJA em Goiânia e sua potencial relação com o ensino de Geografia, com alunos em duas escolas municipais que ofertam essa modalidade de ensino. Para contemplar o objetivo, a pesquisa visa responder o seguinte problema: Considerando o contexto da EAJA junto com o perfil de seu alunado, em que medida as práticas espaciais dos estudantes contribuem para um Ensino de Geografia significativo que seja atrelado as suas realidades cotidianas? Nesse sentido, as práticas espaciais, a partir de leituras e referenciais sobre o conceito, pode ser entendida com as trajetórias e rotinas que os sujeitos realizam diariamente em seu cotidiano e as formas que eles se estruturam no espaço para sobreviver. Desse modo, as rotinas e todas as práticas cotidianas dos alunos da EAJA é marcada por uma luta da sobrevivência, no qual esses educandos, vivenciam, transitam e perambulam por várias paisagens contidas no espaço urbano, que resultam na multiplicidade de visões, concepções, problemas e contradições sobre a cidade em que vivem. Esses aspectos são cruciais para pensar como o Ensino de Geografia, atrelado à temática cidade, pode colaborar ao contemplar as práticas espaciais desses estudantes, articulando aos mesmos um conhecimento crítico, problematizador e integrado sobre os elementos que eles se deparam diariamente em seus espaços de vivência. Para a realização da referida pesquisa, utilizou-se a metodologia da pesquisa participante. Diante disso, foi feita a análise do Projeto Político Pedagógico, elaborado pela Secretaria Municipal de Educação, da área de Geografia, um documento que norteia o encaminhamento do processo de ensino-aprendizagem para essa modalidade de ensino, além da leitura do planejamento anual de Geografia para o ano letivo de 2019 dos dois professores das escolas-campo da pesquisa. A observação das aulas de Geografia realizada em todas as séries da EAJA, tinham o intuito de vivenciar e compreender toda a dinâmica do ensino de Geografia nessa modalidade de ensino, observando os conteúdos abordados e a relação aluno-docente durante as aulas; nessas escolas, as conversas informais com os professores, também foram alvos de análise. Além disso, foram aplicados alguns questionários. O primeiro tinha o objetivo de analisar o perfil socioeconômico dos educandos das duas escolas-campo da EAJA. O segundo visava compreender as práticas espaciais dos estudantes, com o objetivo de sistematizar e transformar em conteúdos para serem trabalhados em um modelo de sequência didática, conforme proposto por Cavalcanti (2013). Por fim, para sintetizar as atividades realizadas, foi aplicada uma atividade com o intuito de averiguar as visões dos estudantes após os momentos de intervenção realizados com os mesmo. Em linhas gerais, após as atividades realizadas, considera-se que é primordial trabalhar as práticas espaciais dos alunos em sala de aula, pois oportuniza aos mesmos terem uma compreensão mais científica dos dilemas, problemas e contradições que eles vivenciam e se deparam no seio da cidade. Essa constatação advém da reação e do comportamento dos alunos frente às atividades realizadas, que no geral, notou-se que um conteúdo atrelado à realidade dos estudantes promove uma melhor participação e aprendizagem por parte dos discentes, quando há uma ampla discussão do espaço vivido por eles. Além disso, pode-se inferir que a temática cidade é uma das possibilidades de conteúdo que pode levantar debates e discussões encaminhadas para a formação de um pensamento geográfico para os alunos.Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2020-09-14T13:32:12Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Dissertação - Rodrigo Rodrigues Freire Gomes - 2020.pdf: 4011306 bytes, checksum: fdc8e2e8d3e99447f22fba0873fe535e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2020-09-14T15:34:34Z (GMT) No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Dissertação - Rodrigo Rodrigues Freire Gomes - 2020.pdf: 4011306 bytes, checksum: fdc8e2e8d3e99447f22fba0873fe535e (MD5)Made available in DSpace on 2020-09-14T15:34:34Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Dissertação - Rodrigo Rodrigues Freire Gomes - 2020.pdf: 4011306 bytes, checksum: fdc8e2e8d3e99447f22fba0873fe535e (MD5) Previous issue date: 2020-04-29Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de GoiásPrograma de Pós-graduação em Geografia (IESA)UFGBrasilInstituto de Estudos Socioambientais - IESA (RG)Attribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessPráticas espaciaisEAJASequência didáticaEnsino de GeografiaSpatial practicesDidactic sequenceGeography teachingCIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA::GEOGRAFIA URBANAPráticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJASpatial practices and Geography teaching: a proposal for teaching sequence with EAJA studentsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis57500500500500256841reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/20f58008-33fd-4ded-9faa-94b75afb9a8d/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811http://repositorio.bc.ufg.br/tede/bitstreams/7d6d6054-ff6b-4d02-b22e-01091c7749b7/downloade39d27027a6cc9cb039ad269a5db8e34MD52ORIGINALDissertação - Rodrigo Rodrigues Freire Gomes - 2020.pdfDissertação - Rodrigo Rodrigues Freire Gomes - 2020.pdfapplication/pdf4011306http://repositorio.bc.ufg.br/tede/bitstreams/82a891ba-fa9b-409e-9c31-ae16e75d9a37/downloadfdc8e2e8d3e99447f22fba0873fe535eMD53tede/106892020-09-14 12:34:34.982http://creativecommons.org/licenses/by-nc-nd/3.0/br/Attribution-NonCommercial-NoDerivs 3.0 Brazilopen.accessoai:repositorio.bc.ufg.br:tede/10689http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2020-09-14T15:34:34Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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
dc.title.pt_BR.fl_str_mv Práticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJA
dc.title.alternative.por.fl_str_mv Spatial practices and Geography teaching: a proposal for teaching sequence with EAJA students
title Práticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJA
spellingShingle Práticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJA
Gomes, Rodrigo Rodrigues Freire
Práticas espaciais
EAJA
Sequência didática
Ensino de Geografia
Spatial practices
Didactic sequence
Geography teaching
CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA::GEOGRAFIA URBANA
title_short Práticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJA
title_full Práticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJA
title_fullStr Práticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJA
title_full_unstemmed Práticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJA
title_sort Práticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJA
author Gomes, Rodrigo Rodrigues Freire
author_facet Gomes, Rodrigo Rodrigues Freire
author_role author
dc.contributor.advisor1.fl_str_mv Cavalcanti, Lana de Souza
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/8827112569170294
dc.contributor.referee1.fl_str_mv Cavalcanti, Lana de Souza
dc.contributor.referee2.fl_str_mv Richter, Denis
dc.contributor.referee3.fl_str_mv Oliveira, Karla Anyelly Teixeira de
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/0863086787300480
dc.contributor.author.fl_str_mv Gomes, Rodrigo Rodrigues Freire
contributor_str_mv Cavalcanti, Lana de Souza
Cavalcanti, Lana de Souza
Richter, Denis
Oliveira, Karla Anyelly Teixeira de
dc.subject.por.fl_str_mv Práticas espaciais
EAJA
Sequência didática
Ensino de Geografia
topic Práticas espaciais
EAJA
Sequência didática
Ensino de Geografia
Spatial practices
Didactic sequence
Geography teaching
CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA::GEOGRAFIA URBANA
dc.subject.eng.fl_str_mv Spatial practices
Didactic sequence
Geography teaching
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA HUMANA::GEOGRAFIA URBANA
description 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.
publishDate 2020
dc.date.accessioned.fl_str_mv 2020-09-14T15:34:34Z
dc.date.available.fl_str_mv 2020-09-14T15:34:34Z
dc.date.issued.fl_str_mv 2020-04-29
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dc.identifier.citation.fl_str_mv GOMES, R R. F. Práticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJA. 2020. 152 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2020
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identifier_str_mv GOMES, R R. F. Práticas espaciais e ensino de Geografia: uma proposta de sequência didática com alunos da EAJA. 2020. 152 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2020
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dc.publisher.none.fl_str_mv Universidade Federal de Goiás
dc.publisher.program.fl_str_mv Programa de Pós-graduação em Geografia (IESA)
dc.publisher.initials.fl_str_mv UFG
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Instituto de Estudos Socioambientais - IESA (RG)
publisher.none.fl_str_mv Universidade Federal de Goiás
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MD5
repository.name.fl_str_mv Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv tasesdissertacoes.bc@ufg.br
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