Por uma geografia escoteira: uma an?lise da intera??o da geografia e do movimento escoteiro no espa?o geogr?fico

• Autor(a) principal: Alvarenga, Rayane da Cruz de
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/6325
• topic: Ensino de geografia; educa??o n?o formal; escotismo; Geography Teaching; Informal Education; Scouting; Geografia

The Scout Movement brings the essence of creating citizens committed to the society they are in. Their educational proposal is in constant transformation the same as the geographical science and space are modified. Based on the ideas developed by the movement, this research mainly aims to understand how geography is integrated in the scout movement and how it influences its relationship with the geographic space. The methodology utilized is a bibliographic study as a tool to describe the history of scouting, since its conception by Baden-Powell in 1907, its arrival in Brazil in 1910 and its activity in the lived space and geography teaching - from the experience of scouting with the games and wood scout practice. Initially, historic researches of the scout movement and the teaching of geography as a school science were made, using the proposals of formal school teaching, informal teaching of the scouts and also interdisciplinary propositions that aim to ally common themes of geography. Based on the analysis of the questionnaires made with scout chiefs in order to realize the geographic experience in their scout groups. With this, it is understood how the geographic space is comprehended during wood scout routines. Practice in geography in classrooms with adapted scout games were also made, and we observed how the scout activities can be introduced and practiced in a school environment. It was possible to notice that spacial conceptions present in scout specialties, through ludic games in a school environment, are capable of making the youth understand the space they live in. It can be perceived that the learning-by-doing and the ludic methods are viable possibilities of practical learning of geography teaching.