Relação sociedade-natureza na geografia escolar e na abordagem didático-pedagógica em livros didáticos de geografia

• Autor(a) principal: Gonçalves, Bruno Silva
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/4011
• topic: Ensino de geografia; Livro didático; Sociedade-natureza; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA; Geography teaching; Textbook; Nature-society

This research delimits the general objective of studying how the construction of the society-nature relationship occurs in the textbooks of the discipline of Geography for the 6th year of Elementary School. The specific objectives aims to discuss theoretically, the teaching of Geography, the curricular documents and the use of the textbook to understand the relationship between society and nature in the process of building geographic knowledge; compare, historically, the development of textbooks in Brazil with the evolution of Brazilian geographic thinking; theoretically interpret how the construction of the concepts of nature-society in Geography as science and school discipline in Brazil is organized; and, finally, to analyze the theoretical-methodological proposal of the Geography textbook used in the 6th grade series in Elementary School to build the society-nature relationship, through a structured methodology that uses the analysis of the textbooks of the PNLD (2017). In the first moment, a bibliographic survey was carried out that has the object of research both by printed and electronic means, establishing a theoretical basis by consulting books, articles, theses and dissertations that address the topic in question, together with the main curricular documents. Subsequently, teachers in the field were chosen as research collaborators, following the criterion of teaching classes in the 6th year of elementary school. The final part took place through analysis of the books, intermediated by the methodology developed according to what was understood in the discussion of the theoretical framework and with the experiences put in the research. Throughout the work, it was established the importance of building the student's knowledge based on the understanding of the society-nature relationship, based on the norms present in the PNLD notices and which must be followed for the financing of textbooks, where each one is based different conceptions about teaching and learning Geography. Therefore, from what has been studied from textbooks, it is clear that the teacher becomes the foundation of learning for students, where they can develop and mediate the contents aimed at each specific series, based on their didactics and methodology, relating the conceptions about the same concepts that were added to them and that will later reflect on the students, based on their daily experience and the multiple connections between the content and the reality of the lived.