O ensino da geografia a partir das metodologias ativas: contribuições da aprendizagem baseada em projetos no contexto do ensino médio.

• Ano de defesa: 2024
• Autor(a) principal: SOUSA, Cleane Moraes de
• Orientador(a): VITURIANO, Hercília Maria de Moura
• Banca de defesa: VITURIANO, Hercília Maria de Moura , MELO, José Carlos de , RODRIGUES, Sannya Fernanda Nunes , MOTA, Antônia da Silva , DUARTE, Ana Lúcia Cunha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
• País: Brasil
• Palavras-chave em Português: ensino da Geografia; metodologias ativas; aprendizagem baseada em projetos; ensino médio;
• Palavras-chave em Inglês: teaching Geography; active methodologies; project-based learning; high school.
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5523

This research addresses issues related to the organization of Geography teaching based on Active Methodologies with an emphasis on Project-Based Learning in the context of High School. Thus, we start with the following problematizing question: how to organize the teaching of Geography based on Active Methodologies with an emphasis on Project-Based Learning (PBL) in the context of high school institutions in Paço do Lumiar - MA? In this sense, we establish as a general objective: to understand which theoretical-methodological assumptions can support the organization of pedagogical practice for the teaching of Geography, based on Active Methodologies - Project-Based Learning - with a view to developing a guide of didactic - methodological guidelines for planning high school teachers. The research is based on the qualitative approach, constituting itself as a collaborative intervention in education. The following data generation instruments were used: semi-structured interviews, document analysis and reflective sessions. Data analysis was carried out reflexively based on the organization of theoretical categories central to the study in relation to the data generated from the field of investigation. As research collaborators, 04 (four) Geography teachers who make up the teaching staff of the three rural schools participated. The primary references with which we discussed were: Barbosa (2016), Calvacanti (2015), Castellar (2019), Moran (2013; 2018), Bacich (2015), Berbel (2011), Bender (2014), Libâneo (2013; 2015), Gatti (2003, 2017), Vasconcelos (2009), Gauthier (2006), Ausubel (1980), Moreira (2011), among others. The results highlight the need to create spaces for continued training for high school teachers that address issues related to the use of Active Methodologies, including Project-Based Learning (PBL). We see it as a possibility for organizing pedagogical practice for Geography classes, centered on the development of contextualized knowledge, as it assumes as centrality, teaching and learning from problem situations experienced by the student, relating to school content, that is, teaching occurs with clear social purposes. As a result of the preparation of the dissertation, we systematized the educational product in a collaborative way, being a guide of didactic-methodological guidelines, to support high school teachers, among them, those of the Geography curricular component in the organization of situations of learning based on active methods with an emphasis on Project-Based Learning, enabling critical, reflective and authentic training.