Ensinaraprender geografia com aporte em gêneros textuais: saberes e fazeres docentes

• Ano de defesa: 2022
• Autor(a) principal: Pereira, Igor Barbosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação; Centro de Educação; UFES; Programa de Pós Graduação de Mestrado Profissional em Educação
• Palavras-chave em Português: Geografia; Ensino-aprendizagem; Gêneros textuais; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/16015

This research aims to analyze the relationship between geography teaching and the textual genres, assuming that this dialogue is fundamental to reinforcing, problematizing, and consolidating learning in the classroom. Therefore, the study is based on the methodology of thematic oral history (BOM MEIHY, 1996), seeking narratives of geography teachers who work at different levels of education (Elementary school, High School, and Higher education), in institutions located in Grande Vitória (ES). In order to establish a state of knowledge (BORGES NETO, 2021), we collected several academic productions on this subject in the Catalog of Dissertations and Theses of CAPES, in the Digital Library of Theses and Dissertations (BDTD), and in the annals of the XIII and XIV National Meeting of Teaching Practice in Geography (ENPEG). In this sense, we established dialogues with the practices narrated by the interviewed partner teachers. Pessoa (2007), and Olanda and Almeida (2008) helped us to historically contextualize the teaching of Geography and its consolidation in schools, whose approaches to different textual genres are understood in the light of Bakhtin (2006). The findings of our research are in common with Massiel (2015), Assis (2017), Oliveira (2016), and Paula (2018), explaining and confirming the reflections on textual genres and their potential in the teaching of Geography. Such perceptions are strengthened by the oral narratives of our interviewees and show that establishing dialogues between geography and textual genres is essential in the teaching-learning process in schools.