Sequências didáticas e tecnologias digitais: propostas para o trabalho com a Geografia no Ensino Fundamental

• Autor(a) principal: Paulo Roberto Braga
• Data de Publicação: 2019
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/32955
• topic: Tecnologias digitais; Sequências didáticas; Geografia; Ensino fundamental; Geografia - Estudo e ensino; Educação 3.0; Geografia - Sequências didáticas

The final paper (TCC) presented is to show a compilation of five didactic sequences (SD) produced during the specialization course in Digital Technologies and Education 3.0, linked to the Pedagogical Center of the Federal University of Minas Gerais (CP / UFMG). In addition, it sought, from a memorial, to bring the author's reflections on his professional and personal career throughout his life and during this postgraduate programme. All sequences, designed for the Geography area, with emphasis on Elementary School, were composed of several digital technologies and different active methodologies, such as hybrid teaching and inverted classroom, with online and offline activities. The first SD sought to work the cultural influences of the African continent in Brazil in terms of music, gastronomy, language and art. The use of digital technologies such as Google Drive, Power Point, Prezi, Socrative, Pixton and Youtube were important differentials so that the teaching-learning process could be fully developed. The second SD, which approached Brazil's political and administrative division and the creation of new federation units, was concentrated in working with resources such as texts, written activities, maps, and a learning object (GeoMapa). The great differential was the use of GeoMapa as an important digital cartographic resource for understanding the location of Brazilian states on maps. The third SD, which addressed EJA students migration stories, aimed to learn about these stories and relate them to Brazil's migrations processes. To do so, we used various materials, such as texts, maps, music, Google Drive, Gmail, Youtube and the Powtoon application. The fourth SD, on Global Warming, aimed to work with the causes and consequences of this phenomenon and with the role of humans and several countries in intensifying the rise in the world's temperature. Various digital technologies were employed, mainly video production and then YouTube posting, the Kahoot app and Google Drive. The fifth and last SD involved the thematic “The American Continent and its countries”. From a group work, students should present various characteristics of countries and regions of the Americas and post on a social network, Facebook. With the creation, by the author of a group, in this network, the students were able to interact and perform the work on-line. At all times of the use of these technologies, an increase in the willingness to participate was noticed in most students. It is also clear that these are resources that, besides promoting a vitalization of classes and the teaching process, they also awaken and promote learning, even in some students who were until then unfocused and disinterested.