Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Faria, Stephani da Cruz
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| Orientador(a): |
Alves, Adriana Olivia
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| Banca de defesa: |
Alves, Adriana Olivia,
Queiroz, Fabiana Rodrigues Oliveira,
Oliveira, Karla Annyelly Teixeira de |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Geografia (IESA)
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| Departamento: |
Instituto de Estudos Socioambientais - IESA (RMG)
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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: |
http://repositorio.bc.ufg.br/tede/handle/tede/13379
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Resumo: |
The main objective of this research is to evaluate the potential of an integrated conception of river basins, together with the theoretical-methodological path, for the integrated understanding of river basins among schoolchildren. Oriented from the perspective of qualitative research, the investigation presents itself as action research, Thiollent (2022) and presents as a problem, “How can the river basin contribute to an integrated approach to the physical-natural and social components in School Geography?”. During the research, a methodological journey will be carried out together with the students, focusing on the Lajinha stream watershed. Along the way, activities will be developed, which generate the understanding of the concept of the river basin unit, and the understanding of its dynamics and functionalities in a tangible way, by relating the concepts presented to the situations of the local basin, the place where the students live. The investigation will focus on students in the sixth year (in which I am a leading teacher), in the final years of elementary school, since the content of river basins and the physical-natural components are planned to be worked on at this stage in the curricular documents. Throughout the process we will rely on the methodological path of Cavalcanti (2019), presented by the author for mediation in the teaching of geography. All stages of the journey and it as a whole, present in its development the stages of problematization, systematization and synthesis, with the purpose of encompassing the student's reality and relating their everyday knowledge to scientific knowledge. The methodological proposals of the route include the use of different languages and strategies to approach river basins, from the use of conceptual systems, maps, photographs and reports, to the elaboration of simpler representation models such as the leaf of the tree, and more designed like the model. In this way, students will have several possibilities to understand and represent, as well as have a geosystemic vision in the theoretical construction of their place of experience materialized in the geographic landscape. It is believed that the result of the research will present the development of an integrated conception of the physical-natural and social components of the river basins of the schoolchildren participating in the research, so that they relate the knowledge acquired with their daily experience and citizenship. |
