O estudo do relevo: operacionalização de processos, conceitos e interpretações do vivido

• Ano de defesa: 2016
• Autor(a) principal: Lorena Raniely Ferreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Ensino de Geografia; Movimentos Intelectuais; Relevo; Conceito; Vivido; Relevo; Geografia Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/IGCC-BB4M3J

This study aims at investigating if the content relief, in the way it is taught in schools, allows the students to grasp this knowledge built in class and apply it in their living experiences. This research was driven by the teaching experiences of the author of this dissertation while teaching her 6th grade-middle school students and addressing knowledge related to relief. Therefore, this study is an action-research. In the school grade involved in this study, the spatial component relief is addressed, mainly, favoring the macroscale approach, without getting closer to the students living experiences/everyday lives. In order to identify to what extent the operationalization of processes and concepts favors the learners so that they understand the relief as a dynamic component of their daily lives, activities were developed and constituted three research instruments, and were done by the students, subjects of this research, along with the teaching actions of the teacher/researcher, getting closer to the idea of a projective interview. Thereby, it was possible to identify if the teaching contributed to the grasping of school knowledge to understand the relief in their living experiences, if there was progress or not. The data analyses evolved from dialogues with some authors perspectives who underlay this research such as Piaget, Vygotsky and Bloom. In addition to the narrative form, the data interpretation was systematized in concept maps. Although the National Geography Curriculum Parameters (PCNs, 1998) highlight the importance of pedagogical practices to encompass the learners realities, the Geography Curriculum Program, the educational material and the practice of the teacher/researcher approached the relief in a merely informative way and with little connection to the learners living experiences. Thus, the investigations showed that the macroscale teaching approach doesnt favor the understanding of the relief in their living experiences. The subjects remained with the mental operations related to the use of information, interpreting the spatial elements as isolated components, without recognizing the relief with its interactions.