Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Xavier, Maria Pereira da Silva
 |
| Orientador(a): |
Morais, Eliana Marta Barbosa de
|
| Banca de defesa: |
Morais, Eliana Marta Barbosa de,
Pereira, Marcelo Esteban Garrido,
Evangelista, Armstrong Miranda,
Souza, Vanilton Camilo de,
Moraes, Loçandra Borges de |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Geografia (IESA)
|
| Departamento: |
Instituto de Estudos Socioambientais - IESA (RMG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Palavras-chave em Espanhol: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/13505
|
Resumo: |
School Geography in High School must be developed with the intention to contribute with the citizen formation of the young student. From this understanding, the present work aims to understand how the study of physical-natural components, from the theme of flooding, can contribute to the development of Geographical Thinking in young students of High School, favoring the construction of scientific concepts and the development of conceptual-theoretical thinking. And seek to contribute with this demand from overcoming a problem present in High School, limited to the little interest that this stage of Basic Education arouses in young students. With this purpose, Geography Teaching was inserted into the debate, based on the study of physicalnatural components, as we understand that School Geography has the specificity of analyzing geographical space area, the living space of the young student, and meets the necessary conditions to be a meaningful Teaching for this young person. To achieve the proposed objective, we resort to a theoretical basis that covers different fields of knowledge, among which we highlight, in the field of education Shulman (2014), in the field of psychology Vigotski (2009), in the field of geographic science Santos (1997 , 2012), in the field of Geography Teaching Cavalcanti (2002, 2005, 2019, 2021), Roque Ascensão (2009), Morais (2011), Morais and Roque Ascenção (2021) and Callai (2001, 2010, 2015) and to understand urban flooding, we consulted Tucci (2004, 2007). This is qualitative research and presents characteristics of critical interpretative tradition research. It was developed with the contribution of four Geography teachers who work in High School, in private and public schools, in the city of Floriano/PI. Through questionnaires, interviews, class observations and workshops, we sought to know the pedagogical practice of these teachers, their knowledge regarding the Geography teaching, the physical-natural components and floodings, as well as how these contents are taught in the classroom. In the development of the thesis, it was possible to note that Geography Teaching, when working the physicalnatural components, in the perspective of formation of scientific concepts and theoretical-scientific thinking, contributes to the development of Geographical thinking, thus becoming a meaningful knowledge to young High School students. We have seen that when are worked in the classes themes which take into consideration the daily life of students, their background knowledge mobilizing theoretical-methodological framework (structuring concepts, principles and methods) developed by geographic science, the teacher can contribute to the construction of scientific concepts and with the conceptual theoretical development of young students. The contribution of this study involves the connection made between the importance of High School in the training of young students and the importance of Geography Teaching, in terms of the formation of scientific concepts and the development of a specific way of thinking, which allows them to understand their living space, favoring their citizen activity. And also, by bringing up issues related to teacher work, which contribute to Geography Teaching being guided taking the development of geographical thinking as reference. |
