Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Marinho, Luciano
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| Orientador(a): |
Liberali, Fernanda Coelho
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/23851
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Resumo: |
Technological advances have brought significant changes to the daily life of the school. The emergence of digital technologies brought new tools to the teaching-learning process, enabling the updating of Geography teaching methods. Geotechnologies are very present in the area of cartography and remote sensing. However, its potential as a formative instrument in the construction and improvement of cartographic language in schools cannot be denied, nor the social inclusion that these tools can promote through digital inclusion. This qualitative and collaborative research aims to analyze the challenges faced by pedagogue teachers in the early years of elementary school I in relation to the use of geotechnologies for the purposes of cartographic literacy and teaching of geography. In addition to this objective, we focus on understanding how the process of teaching Geography takes place when the acting teacher is not the geographer but the multipurpose pedagogue teacher. This dissertation used a survey (Google Forms), carried out with 39 teachers of basic education, who work in the early years of elementary school, in the context of public and private schools in the city of São Paulo/SP. We also used the Discussion Group to complement and deepen the information obtained from the survey. The results show that the use of geotechnologies as auxiliary tools in the construction of cartographic language in the early years of elementary school I is still quite timid. The insecurity in teaching the contents of geographic science, reveals the fragility of the initial and continuing education of the pedagogue, not only in relation to Geography, but also in relation to new digital technologies, in this case, geotechnologies. As this is a research with a critical and collaborative intention, we surveyed the main challenges and surveyed the training needs to propose future proposals for continuing teacher education |
