Dissertation/Thèse

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2024
Thèses
1
  • NATHANY MORAIS DE SOUZA
  • -

  • Leader : DIEGO SALOMAO CANDIDO DE OLIVEIRA SALVADOR
  • MEMBRES DE LA BANQUE :
  • DIEGO SALOMAO CANDIDO DE OLIVEIRA SALVADOR
  • GLEYDSON PINHEIRO ALBANO
  • MARIANNA FERNANDES MOREIRA
  • Data: 14 mars 2024


  • Afficher le Résumé
  • -

2
  • MICARLA SILVA DE AZEVEDO
  • DIGITAL RESOURCES IN GEOGRAPHY TEACHING - GUIDELINES FOR ASSESSING LEARNING

  • Leader : TANIA CRISTINA MEIRA GARCIA
  • MEMBRES DE LA BANQUE :
  • IONE RODRIGUES DINIZ MORAIS
  • DJANNI MARTINHO DOS SANTOS SOBRINHO
  • TANIA CRISTINA MEIRA GARCIA
  • FLAVIA SPINELLI BRAGA
  • Data: 25 mars 2024


  • Afficher le Résumé
  • Digital resources have been the subject of discussions and reflections in the school context, especially because, by assuming a prominent position in students' daily lives, they can contribute to bringing them closer to the knowledge necessary for the teaching and learning process. Considering this dimension and given the inherent nature of learning assessment in this process, we reflect on the use of digital resources to assess learning in School Geography. Considering this chain, we defined as the object of study: digital resources for the assessment of learning in the teaching of Geography - (Elementary Education - Early Years) and as an objective: to prepare a manual of guidelines on the use of digital resources for the assessment of learning in Geography teaching, for use by Elementary School teachers – Early years. The central question of the study is to investigate: how can digital resources contribute to the assessment of learning in Geography? Based on the qualitative approach, we adopted the following procedures: 1) Bibliographical research, applying the techniques of the state of the issue, narrative review and systematic literature review, on learning assessment, supported by Luckesi (2005) and Coll, Martín and Onrubia (2004), on digital resources and technologies referenced in Alvarenga (2018), Padilha (2016), Libâneo (1998), in addition to other authors found based on the required techniques. Regarding the teaching of Geography and landscape, a category highlighted in one of the chapters of this work, the discussions were based on Nascimento and Steinke (2018), Araújo and Neto (2021), Lopez and Alvez (2019), among others. 2) Documentary research was based on the analysis of documents that guide basic education in Brazil in order to identify the treatment given to digital resources and the assessment of learning in Geography teaching, as well as skills and abilities related to Geography content School for Elementary Education – Early Years, these being: the National Education Guidelines and Bases Law (1971/1996), the National Curricular Parameters (1997/1998) and the National Common Curricular Base (2018). As a result, we found that digital resources contribute to the assessment of learning in Geography teaching and the use of digital tools, such as Canva, used here as an experimentation tool, enables didactic and pedagogical use that contributes to the mastery of concepts, principles and geographic knowledge. The research data also indicates, as a weakness, little scientific production on this topic, which could contribute to practices in the teaching of Geography. Given these findings, the guidance manual may contribute to decision-making regarding the use of digital resources in the assessment of learning in Geography teaching, enabling reflections on issues of planning and teaching practice. 

2023
Thèses
1
  • SOLANGE MARIA MIRANDA FERNANDES DE ATAÍDE
  • THE VIDEO AS LANGUAGE IN THE TEACHING OF GEOGRAPHY: a proposal for the study of landscape in School Teacher José Fernandes Machado.

     

  • Leader : Pablo Sebastian Moreira Fernandez
  • MEMBRES DE LA BANQUE :
  • Pablo Sebastian Moreira Fernandez
  • ANA PAULA NUNES CHAVES
  • FLAVIANA GASPAROTTI NUNES
  • Data: 27 janv. 2023


  • Afficher le Résumé
  • The central theme of this research is the use of video as language and power for teaching and learning the concept of landscape in Geography. It reflects on the insertion and impacts of techniques and technologies of production, reproduction and circulation of images in society, especially in school - evidenced by the speed with which information circulates - which makes it difficult for young students to consolidate and give meaning to their experiences and knowledge. It exposes within this context, a theoretical study of landscape in the context of academic and school Geography, as well as its approach from the videographic language (images and sounds), directing its potential in processes of knowledge construction through experiences with production (capture, editing, circulation), considering the development of skills and competencies in the field of learning. Finally, it makes a brief reflection on the partnership link between teachers and students in the construction of knowledge through the use of this language in the school environment and in non-formal learning spaces.

2
  • MARIA DAS GRAÇAS DE MEDEIROS SANTOS
  • -

  • Leader : DIEGO SALOMAO CANDIDO DE OLIVEIRA SALVADOR
  • MEMBRES DE LA BANQUE :
  • DIEGO SALOMAO CANDIDO DE OLIVEIRA SALVADOR
  • JOSIEL DE ALENCAR GUEDES
  • SILVIO BRAZ DE SOUSA
  • Data: 27 mars 2023


  • Afficher le Résumé
  • -

3
  • PATRICIA CAMPINA DE LIMA
  • NEW RURAL IN THE IMMEDIATE REGION OF PATOS – PB: THE CONSTRUCTION OF A PARADIDATIC

  • Leader : GLEYDSON PINHEIRO ALBANO
  • MEMBRES DE LA BANQUE :
  • GLEYDSON PINHEIRO ALBANO
  • JEANE MEDEIROS SILVA
  • PAULO SÉRGIO CUNHA FARIAS
  • Data: 19 mai 2023


  • Afficher le Résumé
  • Among the teaching resources to facilitate the teaching and learning process of basic education, the textbook stands out, which, through the National Textbook Program (NTP), are made available by the Ministry of Education (MEC). Despite being the main didactic resource used by teachers and students of the public education network in Brazil, these books are produced on a national scale, so they cannot cover all the contents in a dense and adequate way to regional realities, especially when it comes to the Sertão northeastern. In this way, the present research aims to produce a paradidactic material about the Novo Rural in the Immediate Region of Patos - PB, aimed at the 7th year of Elementary School. The methodological course initially took place with the bibliographic survey of classic and also current works on the teaching of Geography, paradidactic books and the Novo Rural. Then, there was an analysis of the content present in textbooks and later the analysis of the questionnaire applied to Geography teachers in the municipal public network of the Immediate Region of Patos - PB. As the main result of the research, a textual material entitled O Novo Rural na Região Imediata de Patos - PB was produced. This material can be used as a complement to the 7th grade textbook adopted in public schools, as it will also be available in the virtual version for consultation by the general population. It is expected that this production will contribute to teaching from the perspective of Geographic Education and School Geography, that is, content that has meaning for the student, as it deals with the local reality where their experiences occur, and for the improvement of pedagogical practices.

4
  • SANDRIELLY DO PRADO JUVÊNCIO
  • ANIMATION IN STOP MOTION IN GEOGRAPHY TEACHING: DIDACTIC GUIDE AND VIDEO FOR APPROACHING THE CONCEPT OF LANDSCAPE.

  • Leader : HUGO ARRUDA DE MORAIS
  • MEMBRES DE LA BANQUE :
  • HUGO ARRUDA DE MORAIS
  • IONE RODRIGUES DINIZ MORAIS
  • Pablo Sebastian Moreira Fernandez
  • ANTÔNIO HÉLTON VASCONCELOS DOS SANTOS
  • Data: 28 juin 2023


  • Afficher le Résumé
  • This research focused on the relationship between Stop Motion animation and geography teaching. School Geography uses audiovisual language found in new technologies as an alternative that favors the development of spatial knowledge. For this, Stop Motion animation becomes a relevant language, especially while studying the concept of landscape. From this perspective, we highlight the central question of the present research: To what extent does the production of Stop Motion animation video favor the understanding of the concept of a landscape? To achieve satisfactory results, it has been determined as the main objective the elaboration of a didactic guide for the production of stop motion animation videos, focusing on the teaching and learning process of the concept of landscape. Therefore it was structured as a theoretical debate centered on the concepts of landscape in the teaching of Geography, audiovisual language, and animation in Stop Motion. Then the research was conducted by bibliographical research and documentary research, both based on official sources used to guide Brazilian education. Moreover, a description of the stages of elaboration of the didactic guide for the production of stop motion animation videos was conducted. As a result of this research, focusing on students in the 6th year of elementary school from a private school in the city of João Câmara-RN, it was elaborated an educational product entitled ‘Guia Didático para Animação em Stop Motion: aprendendo o conceito de paisagem’. It is also emphasized that the use of this material resulted in the elaboration of videos. The production of these videos shows that the use of language can provide an effective teaching and learning process, the best understanding of the concept of landscape in the teaching of school geography.

5
  • SUZANE LINS DOS SANTOS VIANA
  • THE CREATION OF A MIND MAPS E-BOOK TO HELP TEACHERS IN TEACHING GEOGRAPHY IN THE STATE OF RIO GRANDE DO NORTE

  • Leader : MARIA CRISTINA CAVALCANTI ARAÚJO
  • MEMBRES DE LA BANQUE :
  • MARIA CRISTINA CAVALCANTI ARAÚJO
  • Pablo Sebastian Moreira Fernandez
  • JOSE MATEUS DO NASCIMENTO
  • Data: 28 juin 2023


  • Afficher le Résumé
  • Recognizing the importance of weaving relationships between the content taught in Geography and the spaces in which students live, this work demonstrates the step-by-step and theoretical basis for the elaboration of a mind map e-book focused on the Geography of Rio Grande do Norte (RN). The author decided to present the main aspects of Physical Geography for two reasons: the first is related to the fact that traditional textbooks describe global and national aspects, but not the local ones; the second was to consider that even through changes in the Geographic Space, the physical bases of the territory remain. The mind maps technique was chosen because they present themselves as a stimulating strategy that can encourage students to develop different kind of knowledge dynamically. The purpose of preparing this e-book is to contribute to the study of geography teaching methods so that we can offer this material as a possibility  of  teaching  geography in RN. The 38-page e-book, entitled " Aspectos físicos do Rio Grande Norte em Mapas Mentais", deals with issues  of  climate, vegetation, relief, geological formation, hydrography and soils of RN.

6
  • TEREZINHA NEVES DE MEDEIROS NETA
  • GEODIVERSITY OF SÃO GONÇALO DO AMARANTE (RIO GRANDE DO NORTE): TEACHER GUIDANCE GUIDE FOR BASICAL EDUCACION

  • Leader : MARIA CRISTINA CAVALCANTI ARAÚJO
  • MEMBRES DE LA BANQUE :
  • MARIA CRISTINA CAVALCANTI ARAÚJO
  • MARIANNA FERNANDES MOREIRA
  • JOÃO CORREIA SARAIVA JUNIOR
  • Data: 30 juin 2023


  • Afficher le Résumé
  • Among the themes that have recently emerged in the academic environment, there is geodiversity,
    which corresponds to the variety of elements and processes integrated into the abiotic environment
    (geological diversity, geomorphodiversity, pedodiversity, hydrodiversity, climate diversity), in any
    form, spatial and temporal scales and interaction modes. Thus, this research aimed to develop a digital
    material (orientation guide), through which teachers will understand the concept of geodiversity and its
    relationship with the Geography curriculum for the final years of elementary school. In addition, they
    will see how to approach this theme in the classroom, through proposals for activities that are
    highlighted throughout the material, emphasizing the municipality of São Gonçalo do Amarante (Rio
    Grande do Norte). For that, the following specific objectives were delimited: to express the importance
    of geodiversity for the teaching of Geography in the final years of elementary school; to analyze how
    geodiversity is inserted in the Geography teaching curriculum in the final years of elementary school;
    discuss how geodiversity comprises content that contributes to meaningful student learning;
    characterize, from an environmental point of view, the municipality of São Gonçalo do Amarante (Rio
    Grande do Norte); and exemplify didactic proposals that can be built in the classroom when addressing
    geodiversity in the final years of elementary school. Some of the activities were applied in classes at
    the Genésio Cabral de Macêdo Municipal School, located in the Golandim neighborhood (São
    Gonçalo do Amarante). It is hoped that the material developed can contribute to improving the quality
    of Geography teaching, providing theoretical and practical subsidies for teachers with regard to the
    approach to geodiversity in the final years of elementary school.

7
  • VALTER BORMAN DE MEDEIROS JÚNIOR
  • THE CAATINGA BIOME AND THE TEACHING MATERIAL: A fractal approach to elementary education
  • Leader : SILVIO BRAZ DE SOUSA
  • MEMBRES DE LA BANQUE :
  • HUGO ARRUDA DE MORAIS
  • RHERISON TYRONE SILVA ALMEIDA
  • SILVIO BRAZ DE SOUSA
  • Data: 3 juil. 2023


  • Afficher le Résumé
  • The problem that guides the present study came from reflections on the teaching of Geography, in the context of the Caatinga biome, since it cannot identify in the material available for elementary school teachers, a selection and organization of significant and socially relevant content for the students. students living in the biome. The guiding question of the research is: what to do so that elementary school students are interested in a theme that is present and concrete to our senses? The general objective is to produce a booklet with images and information about the landscape of the Caatinga Biome, weaving a bridge between the information that we have about the “spot”, considered a Fractal, and what the theoretical concepts say about the general context of the biome, so that the knowledge produced makes it possible to expand knowledge that contributes to the understanding and sustainable preservation of the Caatinga Biome. As for the specific objectives, there are: 1) Identify the diversity of species that inhabit this small patch of the Caatinga Biome; 2) Investigate which elements of the place attract so many species; 3) Register, through photographs, the landscape and the species of fauna and flora found in the spatial clipping locus of the research; 4) Collect photographs to describe the landscape; 5) Contribute to the increase of research sources on the subject addressed so that students can enrich their knowledge about the Caatinga. The theoretical-methodological paths are: bibliographical research that will have as conceptual references, with terms such as sertão, place, landscape, flora and fauna, from the discussions of Tricart (1982), Dardel, (1990), Relph, (1979)Santos and Chiapeti (2011) and the exploratory visit to the research locus to capture photographs, which will compose the imagery research, which associated with the bibliographic and documentary, will support the research object and for the production of the didactic material that is the booklet about the local fauna and flora species. Currently, all photographic collections were carried out, forming the research image bank.

8
  • ALEXSANDRA BEZERRA DE SOUSA
  • TEACHING GUIDE: FOR A CITIZEN CARTOGRAPHY IN THE HIGH SCHOOL OF ARAGUAÍNA (TO)

  • Leader : SILVIO BRAZ DE SOUSA
  • MEMBRES DE LA BANQUE :
  • DIOGENES FELIX DA SILVA COSTA
  • RHERISON TYRONE SILVA ALMEIDA
  • SILVIO BRAZ DE SOUSA
  • Data: 4 juil. 2023


  • Afficher le Résumé
  • In recent decades, discussions and practices around the act of mapping have gained new perspectives that explore the everyday practices of individuals and communities that produce and experience space. These new perspectives also influenced the teaching of cartography in schools, which was previously focused only on training students as critical readers of cartographic products. Based on studies by Cavalcanti (2009), Acselrad (2008, 2010, 2013), Almeida (2010), Richter (2010, 2011), Carvalho (2016), Seemann and Carvalho (2017), Gomes (2017), among others , we reflect on how new cartographic practices – anchored in mapping as a process, whose main agents are individuals and communities that produce territories and their territorialities – can be a resource with the potential to re-signify cartography teaching and expand its insertion in schools . With this look, we aim to elaborate a didactic guide that guides high school geography teachers to the practice of new cartographic practices, exploring them as a methodology for teaching geography. The “Didactic guide: for a citizen cartography at school” is the result of extensive instigation and discussion based on the aforementioned authors, in addition to official documents on education, such as the BNCC (2018) and the Curricular References for Secondary Education in Tocantins ( 2022), and interviews with geography teachers from state public high schools located in the municipality of Araguaína, Tocantins. This educational product provides teachers with knowledge and teaching strategies that explore the representations of space experienced and conceived by students, allowing teachers and students to become familiar with the object of study. Therefore, the expansion of new cartographic practices as a methodological learning strategy can become the basis for the formation of a spatial awareness and, consequently, of geographic reasoning, by allowing an active role of both the teacher and the student in carrying out the mapping.

9
  • MARIA IRAÍDES RUFINO DE SALES
  • Understanding the Landscape of Juazeiro do Norte (CE) – Geography Teacher's Manual

  • Leader : SILVIO BRAZ DE SOUSA
  • MEMBRES DE LA BANQUE :
  • HUGO ARRUDA DE MORAIS
  • RHERISON TYRONE SILVA ALMEIDA
  • SILVIO BRAZ DE SOUSA
  • Data: 31 oct. 2023


  • Afficher le Résumé
  • A study and understanding of landscapes, as well as their transformations, are of great relevance for teaching Geography in basic education. Given the educational configurations required by the new National Common Curricular Base (BNCC), it is necessary for teachers to have materials on hand to adapt the contents of the textbook to the reality in which the students are immersed. It is understood that teaching and learning in Geography are achieved through the methodologies proposed by the teachers. These are crucial in observing and investigating different situations and various socio-spatial phenomena. Therefore, this report presents the procedures adopted for the creation of a manual for teachers, focusing on suggesting methodological proposals for Geography classes for the final years of elementary education, with an emphasis on the 6th grade, in schools located in Juazeiro do Norte (CE). The Manual is capable of promoting interactivity and consequently learning through games, videos, and photographs, which constitute very important tools for enhancing the skills required by the subject at this stage. Through the application of the product described in this technical report, it becomes possible to relate the knowledge objects proposed by the BNCC to the reality of the students in the mentioned municipality, thus facilitating the process, leading them to understand and analyze the concept and transformations of the landscape in their place of residence, making learning enjoyable not only for the student but also for the teacher. With the development of this product, an improvement in the understanding of the concept of landscape was noticeable. They were attentive and participated in the classes, arousing curiosity about the history of the city. Through the application of the proposed didactic sequences, it was possible to observe interaction among them, contributing to their becoming protagonists in the teaching and learning process, mitigating the loss of pedagogical time, facilitating the ability to learn, develop world reading, especially social, promote ethics and critical thinking, as well as sociability, since they worked in groups.

10
  • MARIA DA CONCEIÇÃO BEZERRA DE ARAÚJO
  • THE TEACHING OF URBAN GEOGRAPHY: proposal for a didactic book for the study of Parelhas/RN

  • Leader : JEANE MEDEIROS SILVA
  • MEMBRES DE LA BANQUE :
  • ANDRÉIA MELLO LACÉ
  • ALESSANDRO DOZENA
  • JEANE MEDEIROS SILVA
  • Data: 30 nov. 2023


  • Afficher le Résumé
  • Urban Geography object of study is the City. In this way, urban space is understood as a result of the way society is organized in places, where relationships of subjectivity are constructed throughout experiences. This research, guided by Humanist Geography, supported by phenomenological assumptions and based on theorists such as Yi-Fu Tuan (1983), Carlos (2007), Pessanha (2016), Cavalcanti (2012) and Côrrea (1989), considers that the production of urban space arises from different uses triggered by different social agents. The interest in the topic arose due to the reduced number of updated and contextualized information for the study of the city, as well as the aim of contributing to pedagogical practice in relation to the teaching and study of urban space in geography on a local scale. The city of Parelhas/RN was chosen as an empirical base for an investigation that aimed to produce the paradidactic book Cantos e enchants da city: a new look at the urban space of Parelhas/RN, in the context of the process of production and transformation of urban space serving as theoretical support for its organization into three chapters, aimed at the 6th year of Elementary School – Final Years, which present the process of configuring urban space, highlighting the historical, social and cultural aspects of the city and identifying characteristics of this study in a local dimension. The writing of this paradidactic material represents an effort to enrich the teaching of School Geography, being content that acquires relevance and meaning for the student when addressing the reality of the place where they live their daily experiences.

2022
Thèses
1
  • ELAINE CRISTINA DE MEDEIROS PEREIRA
  • Learning Assessment in School Geography - CLASS DIARY.
  • Leader : TANIA CRISTINA MEIRA GARCIA
  • MEMBRES DE LA BANQUE :
  • DENISE WILDNER THEVES
  • DJANNI MARTINHO DOS SANTOS SOBRINHO
  • MARIANNA FERNANDES MOREIRA
  • TANIA CRISTINA MEIRA GARCIA
  • Data: 21 janv. 2022


  • Afficher le Résumé
  • Geography has carried out studies that reflect social transformations and ways of space organization. The concepts, methods, and theories, typical of this science, constitute the basis of the knowledge that integrates the Teaching of Geography and the knowledge discussed in the school contents, which are specific to the discipline. The knowledge generated by this science receives treatment and is organized within a didactic planning structure, giving organicity to classes, contents, and assessment procedures, building the field of School Geography’s application. The learning assessment, one of the elements of this organicity, is connected to the way of teaching, articulated to didactic planning, as one of the steps of the content presentation process and knowledge building. Even though it is a significant step in the teaching process, the approaches and scientific analyses upon the assessment are not exhaustive yet, which aroused interest in the study. Throughout the process of initial training and exercise of the magisterium, there were some concerns and questions, which gave rise to the problem addressed in this study, when entering the Professional Master’s Degree in Geography, for instance: what are the doubts, curiosities, and practices of assessment developed in the Teaching of Geography by teachers in the third and fourth grade of Elementary School? Based on this, we defined as the general objective for this study: to produce textual material with guidelines on the development of learning assessment procedures in School Geography for the third and fourth grade of Elementary School. The methodology is based on a qualitative approach of an applied nature, with an exploratory objective, organized through the following analyses: a) exploratory study, supported by the application of a survey that provided the opportunity to know the doubts and curiosities of teachers in the third and fourth grade of Elementary School in relation to learning assessment; b) documental analysis, to gather information about the aspects of learning assessment, from the exploration of national documents such as the Common National Curriculum Base (2017), National Curriculum Guidelines (2013), and the municipal guidelines, among which are the Amendment to the Operational Guidelines for the functioning of municipal schools in São Bento/2010, the evaluative proposal for remote education and the Strategic Plan for 2021’s classes; c) narrative review, which enabled the selection of works that form the basis of the theoretical reflection that guided us in discussions on the Teaching of Geography, referenced by Cavalcanti (2013), Gomes (2010), Vesentini (2004) Straforini (2004), Callai (2011), Thiesen (2011), Sacristán and Gómez (1998), Hadji (1994), Villas Boas (2008), Haydt (2008); d) and finally, the systematic review, essential to collect information about the learning assessment. Among the findings from this study, we can highlight the identification of a set of curiosities and didactic/pedagogical difficulties of teachers regarding the use of learning assessment in this curricular component, which led to the production of instructional textual material to answer those questions, accompanied by a description of successful teaching strategies and a glossary with the definition of terms and expressions common in the teaching practice. This production is supported by the firm observation that the learning assessment in Geography aims to contribute to the construction of the student’s geographic knowledge and for the development of skills and abilities, always bearing in mind the characteristics of learning and the teaching objectives. As a result of these findings, we propose a textual material that could contribute to the teacher's pedagogical practice and, consequently, to the organization of a favorable assessment process for the student and his/her learning, named: Learning Assessment in School Geography – Class Diary. This material is the result of studies developed in the context of the Professional Master's Degree in Geography – GEOPROF/UFRN, a program that has provided opportunities for the organization of studies and reflections upon the practice of teaching and learning assessment in the context of School Geography.

2
  • BUENA BRUNA ARAUJO MACÊDO
  • Drawing Places in the Geography of the Beginning Years of Fundamental Education: Proposal of a didactic sequence in pandemic times

  • Leader : Pablo Sebastian Moreira Fernandez
  • MEMBRES DE LA BANQUE :
  • DENISE WILDNER THEVES
  • FRANCISCO CLAUDIO SOARES JR
  • Pablo Sebastian Moreira Fernandez
  • Data: 27 janv. 2022


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  • The present study, developed in the scope of the Professional Master in Geography (GEOPROF/UFRN), proposes, based on the geographic concept of place, to undertake a critical analysis of the use of drawing as a language that contributes to the development of geographic reasoning in the early years of elementary education. With this thought, the present work aims to elaborate and present an educational product in the format of a didactic sequence containing theoretical and methodological guidelines for the study of the concept of place, mediated by the language of drawing, in order to guide teachers in their future work in Geography in the early years of elementary school. In addition to this general objective, three specific objectives were established: to highlight the concept of place from a humanistic phenomenological perspective and its reverberation in the Geography of the early years of elementary education based on the National Curriculum Parameters (BRASIL, 1997) and the Common National Curricular Base (BRASIL, 2018); to understand the potential of the language of drawing for the Geography of the early years of elementary education; and to identify the perceptions of teachers about the role of drawing in Geography classes. Given the above, the research was based on the use of the qualitative approach in education according to Bogdan and Biklen (1994), regarding the methodological procedures the study is based on three sources: bibliographic, documentary and empirical. The information collected was systematized and analyzed through Bardin's content analysis (2011). The theoretical framework in the context of geographical thought, highlights the place from Dardel (2011) and Tuan (2013); regarding the place as school content we seek subsidies in the PCNs (BRASIL, 1997) and the BNCC (BRASIL, 2018); regarding the children's drawing are explained the studies of Luquet (1969), Mèredieu (2006), Piaget (1975; 1994) and Vygotsky (1991; 2009) and regarding drawing as a language for teaching Geography, the studies of Pontuschka, Paganelli and Cacete (2007), Almeida (2011), Miranda (2005), Oliveira Jr (1994; 2011) and Theves (2017; 2019) are taken for analysis. The theoretical contribution helps in the validation of the potential of drawing as a language and strategy for teaching Geography. The unfoldings of the analyses undertaken and the context of the pandemic caused by the new coronavirus (SARS-CoV-2), were the basis for the elaboration of the textual material, i.e., the proposal of didactic sequence, which contains basic guidelines for the elaboration of lesson plans (in remote or face-to-face format). The educational product, designed to be developed with 1st and 2nd grade classes of elementary school, is focused on the study of the places where children live, and will serve as a guiding element for the organization of classes, which can be applied and adapted by teachers during their practice in the early years of elementary school.

3
  • REBECKA DE FRANÇA
  • The cartography of rhythms: the regionalization of Brazil through music.

  • Leader : ALESSANDRO DOZENA
  • MEMBRES DE LA BANQUE :
  • ADRIANO LIMA TROLEIS
  • ALESSANDRO DOZENA
  • FLAVIANA GASPAROTTI NUNES
  • MARIA CRISTINA CAVALCANTI ARAÚJO
  • Data: 17 févr. 2022


  • Afficher le Résumé
  • The proposals for different methodologies for teaching Geography, generally linked to the Arts, usually result in positive responses to the understanding of geographic science. When we explore a subject in school contexts, we need to consider this practice as part of a learning construction process. Therefore, it is essential to dynamize the mechanisms of assimilation of the concepts treated in different themes related to Geography. As a proposal of this dissertation, we intend to produce a cartography that uses Brazilian music as a reference, as a circumstantial tool linked to a game. As a central objective, we intend to describe the pedagogical strategy entitled "Cartography of Brazilian Rhythms: The Regionalization of Brazil from Music", sharpening the hearing in the sense of perceiving themes sung in the verses of the songs, such as: relief, climate, vegetation , hydrography, population, regionalities, multiculturalism, slang, among others. As methodological resources, the research considered a qualitative and bibliographic approach in its initial part, and used action research, together with playful teaching, generating the feeling that learning happens in a recreational way. In this way, we approach experiences of using this proposal in elementary, high school and higher education, as tactics of teaching the content of regionalization of Brazil at different levels of school instruction. For this, we use a theoretical framework allied to the conceptions of a cultural-humanist geography, following the example of the authors VALLEGA (2006); CLAVAL (2007); DOZENA (2016), among others. As a result, the research demonstrates didactic possibilities capable of approaching geographic dimensions under the act of "learning-playing" geographic contents, such as the regionalization of Brazil from regional songs.

4
  • JOÃO EDUARDO AZEVEDO DA COSTA

  • GEOENVIRONMENTAL SCHOOL ATLAS OF SÃO JOSÉ DO SERIDÓ – RN: a didactic resource to promote the teaching of Geography in 6th and 7th grade classes of Elementary School at EMRMD

  • Leader : DIOGENES FELIX DA SILVA COSTA
  • MEMBRES DE LA BANQUE :
  • DIOGENES FELIX DA SILVA COSTA
  • MARCO TULIO MENDONCA DINIZ
  • JACIMÁRIA FONSECA DE MEDEIROS
  • Data: 29 mars 2022


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  • This academic work has as its empirical basis the Municipal School Raul de Medeiros Dantas - EMRMD, focusing on the teaching of Geography in classes of the 6th and 7th years of elementary school. It is worth mentioning that the textbook made available by the Ministry of Education - MEC, through the National Textbook Program - PNLD, is a tool widely used by public school teachers in the classroom. The textbook has a more comprehensive and general character, and therefore, it is unable to contemplate specific contents from different places, such as the physical-natural and socio-environmental themes of the municipality of São José do Seridó - RN. From a previous investigation in EMRMD and in libraries in the municipality, it was possible to verify that there is no didactic material aimed at teaching Geography in classes of the 6th and 7th years of elementary school. So, it is worth asking, what characteristics or information about these themes on a local scale that EMRMD Geography teachers are unaware of and which impact on their teaching activity? To fill these gaps in the teaching of Geography in specific classes, it will be proposed to produce a School Geo-Environmental Atlas of the Municipality of São José do Seridó - RN, in which physical-natural and socio-environmental themes will be addressed, based on the different landscapes present in student living places. Key concepts of Geography will also be addressed, with an emphasis on the local landscape and cartographic literacy. The study of the environment will be proposed as a methodological strategy to foster the teaching-learning process on a local scale, about the themes present in the didactic material. The School Geoenvironmental Atlas will serve to complement the textbook and will be available in print and digital versions. As for the partial results of the research, it was possible to identify, through analysis and suggestions from the teachers of Geography at EMRMD, possible difficulties in working with specific geography content in classes of the 6th and 7th years on a local scale. Maps, photographs and explanatory texts were produced from different locations in the municipality. However, it will be expected that the School Geoenvironmental Atlas can effectively contribute to the teaching and learning process of the target audience in Geography classes, in order to fill these gaps, and consequently also contribute to other citizens who wish to use this material , promoting local knowledge and promoting the common good of contemporary society at different scales.
     

5
  • GEANNE ESTEVAM SILVANO
  • TEACHING SEQUENCE FOR THE TEACHING OF GEOGRAPHY: THE FIELD CLASS AS A METHODOLOGICAL STRATEGY
  • Leader : IONE RODRIGUES DINIZ MORAIS
  • MEMBRES DE LA BANQUE :
  • IONE RODRIGUES DINIZ MORAIS
  • TANIA CRISTINA MEIRA GARCIA
  • DJANNI MARTINHO DOS SANTOS SOBRINHO
  • Data: 27 avr. 2022


  • Afficher le Résumé
  • The teaching of Geography has configured a thematic field that requires the best applicability of its theoretical knowledge with a practice experienced by students. In this aspect, considering a constructive and meaningful teaching, one of the links refers to the methodological strategies for the production of didactic-pedagogical resources. In order to achieve this, the complete research includes school Geography, whose guiding question was formulated as follows: how to outline a didactic sequence for the teaching of Geography considering the Tourist Complex -Ilha de Santana, in the city of Caicó - RN, as a space for teaching action? The general objective is the production of a didactic methodological proposition containing a sequence of scope of investigation field class, involving the teaching of Geography 4th year of Basic Education, having as empirical reference the Tur-Ilha de Santana Complex (Caicó) / RN). And, as specific objectives, to highlight the teaching of Geography as a school subject in the early years of Elementary School; recognize the place of Geography in the official documents that govern Brazilian education. identify the spatial objects that make up the field class and build the didactic-pedagogical design of the didactic sequence. In this perspective, aspects of Geography were discussed, as a curricular component, in a brief historical survey, and its insertion in official educational documents in the early years of Elementary School. The theoretical approach included the concepts of didactic sequence, field class, geographic concepts. In addition, the final product of the research is presented, corresponding to a textual material in the Didactic Sequence format for carrying out a Geography field class. It is expected that this material will support teaching action and enhance the teaching and learning of Geography from the perspective of the relationship between concepts and empiricism and the application of the necessary phases to think about the field class as a methodological strategy and the elaboration of a sequence didactics as an organization of didactic-pedagogical mediation.

6
  • GEOVAR MIGUEL DOS SANTOS
  • SCHOOL GEOGRAPHY UNDER THE STUDENT'S LENS - INSTRUCTIONAL MANUAL: LEARNING TO RECORD VIDEOS IN GEOGRAPHY CLASSES
  • Leader : TANIA CRISTINA MEIRA GARCIA
  • MEMBRES DE LA BANQUE :
  • HUGO ARRUDA DE MORAIS
  • MARIA REILTA DANTAS CIRINO
  • MARIANA MARTINS DE MEIRELES
  • TANIA CRISTINA MEIRA GARCIA
  • Data: 29 avr. 2022


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  • Every day, educational institutions have incorporated technologies into their practice, including the use of cell phones and smartphones. This device processes information with high capacity, concatenating images, sounds and movement. In this direction, the presence of videos, in contemporary society and imagery, has grown, due to their production and reproduction capacity. Having identified the impact of audiovisual on the education of students, this work seeks to investigate how the production of videos made by students from the Early Years of Elementary School contributes to the learning of the themes of School Geography? Defined the objectives of: a) Discuss the objects of knowledge and skills of Geography in the light of the Common National Curriculum Base (BRAZIL, 2017). for the 5th year of elementary school; b) Presenting the video as a resource for learning Geography in the Early Years; and, c) Propose the instructional designer to guide the manual. It should be noted that this research comprises the production of teaching material with guidance on the production of videos by students, as a possibility of building geographical narratives, aiming at the consolidation of skills and abilities related not only to the domain of content in school geography, as the construction of scripts and the didactic use of digital technologies for the production of educational audiovisuals. This work, therefore, proposes to present an instructional manual, guiding the production of videos by students in the 5th year of elementary school, considering the objects of knowledge and skills of geography proposed by the BNCC (BRAZIL, 2017). In the methodological approach, it uses the guidelines of applied research, as it seeks to contribute to the practical field of basic education, making use of bibliographical research, having as a parameter the procedures of systematic and integrative review, in which it sought to understand the challenges of teaching Geography, as well as understanding video as a learning strategy. For this, a search was carried out in databases that dealt with video and school geography, in addition to a documental research, in which, based on the guiding documents of Brazilian education, the scenario of Geographic Education in the country was understood. Also, in the methodological path, aiming at validating the proposal, using techniques specific to exploratory research, a questionnaire was applied to 5th grade students at the José Félix da Silva Júnior Municipal School, located in the rural area of Santana do Matos/RN, in order to identify the use and presence of technological resources in the daily lives of students. In sequence, in order to validate the guiding question of the research, a didactic sequence was applied, in which the collaborating students of the study put into practice an activity script in a preliminary version of the manual (master's product), from which they produced videos addressing an object of knowledge in Geography. The students' productions were analyzed through an evaluation form based on the descriptive analysis method, in which it was possible to verify that the narratives produced, in audiovisual, show their power for the construction of geographic knowledge by the students, given that, when producing the video, the student actively moves knowledge demonstrating theoretical-conceptual and practical domain, referring to aspects related to their places of experience, with contribution to the knowledge of Geography themes. As a result, exploratory research proves the validity of the proposal of video production by students as an effective strategy for the construction of learning in school geography, demonstrating the innovative potential of the Instructional Manual: learning to record videos in Geography classes. 

7
  • LEILA CRISTINA SAMPAIO MELO NUNES
  • .

  • Leader : CELSO DONIZETE LOCATEL
  • MEMBRES DE LA BANQUE :
  • CELSO DONIZETE LOCATEL
  • JEANE MEDEIROS SILVA
  • SEDEVAL NARDOQUE
  • Data: 10 mai 2022


  • Afficher le Résumé
  • .

8
  • MARIA DO SOCORRO DE MOURA PEREIRA
  • Didactic Sequence for the study of landscape in the context of Youth and Adult Education (EJA).

  • Leader : Pablo Sebastian Moreira Fernandez
  • MEMBRES DE LA BANQUE :
  • ALEXANDRE DA SILVA AGUIAR
  • GABRIEL SIQUEIRA CORREA
  • IONE RODRIGUES DINIZ MORAIS
  • Pablo Sebastian Moreira Fernandez
  • Data: 17 mai 2022


  • Afficher le Résumé
  • Throughout its trajectory, Youth and Adult Education has sought to overcome the deficit of public policies that makes it difficult to recognize it as a modality that serves a specific audience, marked by a marked deficit in its learning process. The reflection of this deficit directly influences the school and consequently the pedagogical practices of teachers. Conceiving Landscape as everything that our sight reaches and can be perceived by the senses (sight, smell, hearing), it is also Geography understood as what surrounds man, like the terrestrial environment, at the same time as configures itself as a product of men's culture. Thus, the general objective of the study is to propose a didactic sequence of Geography for EJA, emphasizing, through the study of the landscape, the reflection about the places where students live, thus contributing to a meaningful teaching and development of its autonomy as a subject. For this study, a theoretical foundation was organized regarding the concept of Landscape and a Didactic Sequence based on photography, using it as a reference language. The experience of the Didactic Sequence and analysis of what was built with students in the classroom will become the final product of this study.

9
  • MOISÉS SANSÃO PEREIRA
  • ATLAS OF THE GEODIVERSITY OF COSTA BRANCA POTIGUAR

  • Leader : MARCO TULIO MENDONCA DINIZ
  • MEMBRES DE LA BANQUE :
  • GLEYDSON PINHEIRO ALBANO
  • JOSÉ FALCÃO SOBRINHO
  • MARCO TULIO MENDONCA DINIZ
  • Data: 30 mai 2022


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  • Our work presented as objective, the study of the Geodiversity of the Costa Branca Potiguar, through the Geographical Atlas. This product is a requirement of Geoprof (Professional Master's in Geography), in order to have as a result, something that can be made available for use in the classroom, thus contributing to teaching and learning in Geography. The Atlas as a didactic resource, helps in this prism, because the construction, fixation and practice, are means of helping the student to understand concepts, themes, subjects, making him reach knowledge and learning, and can be a valuable method of verifying a good class. Therefore, we also focused on the didactic transposition, so that the language was accessible not only for high school students, but also for other levels of education, seeking to bring scientific academic knowledge closer to school. We seek to rescue the use of maps, trying in a practical and understandable way the information exposed in them, bringing to teachers and students a material, product, with explanatory maps and directed exercises, seeking an understanding about the theme of regional and local Geodiversity. At the end of the first six chapters, there are exercises with questions about the topic addressed, having as a title, remembering the subject, as well as an extra text with questions by title, improving skills and tips from websites with subjects on the topic covered in each chapter. , by title, sites for research, trying to make the student delve into the subject. Finally, in the seventh chapter and in item 7.1, a little of what would be the elements of Geodiversity of each municipality in Costa Branca Potiguar are explained and shown. We start by recalling the origin of the name of each municipality and its territorial formation, dismemberment until its emancipation, then we discuss the Geodiversity of the municipality, highlighting the main place of natural and tourist importance to be known and visited. At the end of item 7.1, we provide a fixation exercise on the Costa Branca Potiguar, with questions related to the municipalities in the region and on local Geodiversity. The Atlas of Geodiversity of Costa Branca Potiguar product can be of great contribution to the teaching of Geography, so that it can help in the dissemination of the concept of Geodiversity that addresses practically all branches of Geography, in addition to seeking to show the importance of natural beauties. of each municipality, trying to show their value, making sustainable use, bringing jobs and income.

10
  • LUCIANA CRISTINA BRANDÃO DE ARAÚJO
  • GEOGRAPHY OF CEARÁ-MIRIM / BRAZIL: THE PRODUCTION OF A BOOK IN TEACHING GEOGRAPHY AS A CURRICULAR RESOURCE

  • Leader : RAIMUNDO NONATO JUNIOR
  • MEMBRES DE LA BANQUE :
  • FRANCISCO CLAUDIO SOARES JR
  • MARQUIANA DE FREITAS VILAS BOAS GOMES
  • RAIMUNDO NONATO JUNIOR
  • Data: 31 mai 2022


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  • This is a research about the Teaching of Geography on a local scale, addressing the example of the discipline "Geography of Ceara-Mirim", a curricular component of elementary education in the Municipality of Ceará-Mirim, in the State of Rio Grande do Norte, Brazil . The research addresses the problem of the existence of this discipline without a school curriculum, or didactic materials guiding the teaching practice. To this end, the aforementioned master's thesis proposes didactic material for the subject in question, based on a survey carried out with managers, teachers and students of the Municipality, as well as on theoretical and methodological studies about curriculum and teaching geography.

11
  • OBÉDIA OLIVEIRA DA SILVA
  • STUDENT RESEARCH AS A MEANS FOR THE GEOGRAPHIC KNOWLEDGE CONSTRUCTION : a didactic sequence with audiovisual instruments about the place

  • Leader : JEANE MEDEIROS SILVA
  • MEMBRES DE LA BANQUE :
  • JEANE MEDEIROS SILVA
  • IONE RODRIGUES DINIZ MORAIS
  • DJANNI MARTINHO DOS SANTOS SOBRINHO
  • Data: 22 juin 2022


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  • This research presents a didactic sequence mediated in a 6th grade class at the José Targino da Silva Municipal School, located in the municipality of Serra do Mel/RN (Rio Grande do Norte State, Brazil), whose objective was to understand how the use of YouTube contributes to the formation of geographic knowledge. Methodologically, a sequence of activities was proposed to enable research with videos. This sequence was situated in the curricular theme accompanied by the textbook that they use, directing the work to the reflection of the students' reality; specifically, the geographic space and the economic activities of the municipality of Serra do Mel (RN). We indicate that YouTube can play a role in enhancing children's learning and empowering their development. For the development of the work, a qualitative approach was used, of an applied nature, with a descriptive objective and using bibliographic, documentary and field procedures.

12
  • ANDRÉ LEONE FACUNDO
  • PARADIDATIC BOOK FOR BASIC EDUCATION: THE LOCAL LANDSCAPE AS A LEARNING OBJECT

  • Leader : IONE RODRIGUES DINIZ MORAIS
  • MEMBRES DE LA BANQUE :
  • IONE RODRIGUES DINIZ MORAIS
  • ADRIANO LIMA TROLEIS
  • JULIANA FELIPE FARIAS
  • DJANNI MARTINHO DOS SANTOS SOBRINHO
  • Data: 21 sept. 2022


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  • The landscape, from an approach that integrates physical and human aspects, constitutes a content of the area that encompasses Geography in Basic Education. This content is addressed in the textbook within the scope of topics that deal with Biomes, Morphoclimatic Domains, Plant Landscape, among others. Considering that the Geography textbook addresses content at macro-regional, national and global scales, knowledge about the landscape at a micro-regional and local scale is not covered. Recognizing this problem and the need to correlate curricular contents to the student's lived space, the research in progress aims to produce a paradidactic book for the Final Years of Elementary School about the landscape, considering the phytoecological units of Horizonte-Ceará. The methodological course corresponded to bibliographic research from the theoretical framework about the teaching of Geography, paradidactic book and integrated landscape; documentary research based on official sources that guide Brazilian education and the State of Ceará and field research for the purpose of collecting images of the landscapes portrayed in the paradidactic book. The results of this investigation were systematized in the Technical-Scientific Report, which presents the theoretical-methodological framework that underlies the product, which is formatted in the perspective of a paradidactic book called “Knowing the landscape of the Phytoecological Units of Horizonte/CE”. Based on the above, it is concluded that the approach to landscape is a content that is included in the National Common Curricular Base - NCCB, in the Ceará Referential Curriculum Document - CRCD and in the National Curricular Guidelines - NCG. It is expected that the paradidactic book, in printed or digital format, will contribute to the learning about the landscape of the Phytoecological Units of the municipality, serving as a reference for students, teachers and other people interested in the subject.

13
  • BRUNO DA SILVA SANTOS
  • INCLUSIVE CARTOGRAPHY: the use of tactile maps in the teaching of Geography

  • Leader : SILVIO BRAZ DE SOUSA
  • MEMBRES DE LA BANQUE :
  • CELSO DONIZETE LOCATEL
  • ROSEMY DA SILVA NASCIMENTO
  • SILVIO BRAZ DE SOUSA
  • Data: 10 oct. 2022


  • Afficher le Résumé
  • Geography has as its object of study the geographic space, which according to Santos (1996, p. 26), “should be considered as an inseparable set, in which the participants, on the one hand, a certain arrangement of geographical objects, natural objects and objects , and, on the other hand, the life that fills and animates them, that is, society in motion”. This makes the teaching of Geography essential for the citizenship education of our students, as translated by Callai (2018), Castilho (2015) and Cavalcanti (2012). Geography teachers often make use of the cartographic space and its products for phenomena in the geographic space, promoting the understanding of the lived disk, in addition to being an expression of our National Community Community Base in 2018, to understand the use of cartographic language in classes of Geography. Recognizing the importance of teaching Geography, we must consider the transformation of transformation Martins (2011): "those that happen in society that end up changing scientific thinking affect education as a whole." The social change that directly impacted the educational environment that gave rise to a problem for this research was the achievement of the rights of people with disabilities. In this context, the present professional-level research has the following problem: Having in master's degree that Cartography is a graphic representation, how can it be used in the teaching-learning process in Geography classes, for students with visual impairments ? Seeking to build this problem, a research has as main objective a teaching methodology, having as a product a technical, practical and practical manual capable of helping the production and application of maps. References were structured with bibliographic references for the understanding of people with disabilities and their education references, structuring themselves as reference structures for licensure courses. There are also several tasks for the production of tactile maps, making use of the techniques of Tactile Cartography with the different audiences, to obtain more detailed information for the construction of a book, which gather from the conceptual part on deficiencies and techniques of Geography and Cartography, and the practical part of how to produce tactile materials to help teachers in Rio Grande do Norte.

14
  • ELLANO JONH DA SILVA MATIAS
  • -

  • Leader : DIEGO SALOMAO CANDIDO DE OLIVEIRA SALVADOR
  • MEMBRES DE LA BANQUE :
  • REGINA SANTOS YOUNG
  • DIEGO SALOMAO CANDIDO DE OLIVEIRA SALVADOR
  • MARIA CRISTINA CAVALCANTI ARAÚJO
  • Data: 15 déc. 2022


  • Afficher le Résumé
  • -

15
  • JESSIANE DANTAS FERNANDES
  • THE BOARD GAME IN GEOGRAPHY TEACHING: a didactic sequence on the environment of the Seridó Potiguar for Elementary School - Early Years

  • Leader : JEANE MEDEIROS SILVA
  • MEMBRES DE LA BANQUE :
  • ADRIANO LIMA TROLEIS
  • ADRIANY DE ÁVILA MELO SAMPAIO
  • DJANNI MARTINHO DOS SANTOS SOBRINHO
  • JEANE MEDEIROS SILVA
  • Data: 16 déc. 2022


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  • If we are an integrated totality, the student needs to know his role on this planet, considering that the fauna and flora are not the only environment components. This premise implies the student's awareness of the geographic knowledge construction that goes beyond school walls and permeates life in society. In this sense, the starting point will be the living place, from which the student will be able to reach a sustainable perception of the planet and of his own existence. Considering this reality conception we question: what methodological possibilities, in addition to the usual approaches, can we teach and learn place, region and environmental perception in the 4th year of Elementary School? How to work didactically these categories Geography classes of Seridó Potiguar? What is the ludic importance in the teaching-learning of Geography? How does the ludic contribute to the understanding of the Caatinga biome from where you live? This research, by the way, aimed to develop two products, called Didactic Sequence with a board game: the environment of Seridó Potiguar in Geography Elementary School - Initial Years and the other, Geographical Board Game of Seridó Potiguar. The proposal produced an analog board game aimed at the spatial reading of the Seridó Potiguar, prioritizing the problems of deforestation, environmental pollution, and learning about the caantigueira (Caatinga Biome) fauna and flora. We recover characteristics under construction of School Geography in Elementary Education - Initial Years, foreseen as objects of knowledge of the Base Nacional Comum Curricular (National Common Curricular Base BNCC) and the Documento Curricular do Rio Grande do Norte (Curricular Document of the State of Rio Grande do Norte DCRN), applicable to the Seridó Potiguar region, as projection for product development. These fundamentals were combined with the survey of the knowledge level of the research subject students (enrolled in the state public education network in Caicó/RN), with whom we applied the sequence and the board game. The thematic approaches worked were related to preservation, degradation, landscapes, relief, vegetation cover and places characterization. We noticed that games provide playfulness and student participation in the teaching-learning environment, enhancing the community to learn and socialize this learning. Realizing that all our actions cause reactions and impacts, whether positive or negative, we are facing a new look at the Earth, in front of individuals who will make the difference from their locality, with small actions of the day to day, building a geographic space more environmentally balanced. Knowing and understanding your place of living is also understanding the complexity of the whole (city, state, country, continent and planet Earth).

2021
Thèses
1
  • JOSÉ DO CARMO FILHO
  • APPROACH TO THE CONCEPT OF PLACE IN TEACHING / LEARNING GEOGRAPHY FROM TEACHING SEQUENCES
  • Leader : GLEYDSON PINHEIRO ALBANO
  • MEMBRES DE LA BANQUE :
  • GLEYDSON PINHEIRO ALBANO
  • SANDRA KELLY DE ARAUJO
  • PAULO SÉRGIO CUNHA FARIAS
  • Data: 22 mars 2021


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  • The study of Geography from its analysis categories is essential to build a spatial reading of natural and social phenomena. Our research addresses one of the geographic categories, important that is the Place, analyzing how this category is approached in Geography textbooks. We made surveys of how the concept of place is being addressed in the Geography textbooks that are part of the PNLD 2020 and how teachers are working with their students the place in the teaching of Geography and from this information survey, we produced a didactic sequence showing how we can work more significantly the place in Geography classes. It was necessary to start the research with a bibliographic review of theses and dissertations in university repositories, about the chosen theme, as well as an analysis of the 6th year Geography books that are part of the PNLD, specific to the year 2020. After analyzing the books 6th year of Geography, we prepared a questionnaire that was applied to teachers from schools in the municipal and state schools that were chosen. A report was made showing the results of the research in a quantitative and qualitative way. It is worth emphasizing the importance of this work, as it will provide Geography scholars and teachers with material, that is, a didactic sequence that will serve, to the teachers as support in their classes. After the whole process, a didactic sequence was produced, as already mentioned, with work strategies for the teacher in Geography classes, when the content worked is the place.

      

2
  • DEVID HALLYSON DA SILVA NASCIMENTO
  • The language on teaching of geography: a didatic sequence for the study of urban landscape.

  • Leader : Pablo Sebastian Moreira Fernandez
  • MEMBRES DE LA BANQUE :
  • ADRIANO LIMA TROLEIS
  • FLAVIANA GASPAROTTI NUNES
  • Pablo Sebastian Moreira Fernandez
  • Data: 13 avr. 2021


  • Afficher le Résumé
  • This work considers the photography while language for the study of the urban landscape, and as mobilizing a didactic sequence to be applied in Geography Teaching. It’s though of photography and of pedagogical experiences that it mobilizes, effecting the approximation of the subject with his daily life, with his places and spaces lived. The objective of this didactic sequence is to propose a pedagogy of the city though photographic narratives that’s be a strategy to teach Geography through walking, narrative and photographing experiences, where we will seek to understand the pedagogical possibilities of studying urban space. About of the foundations and school practices about the city, it is brought as a reference in the literature, Ítalo  Calvino (1972), in psychology James Hilman (1993), in Geography, Cazetta e Oliveira (2013), Callai (2005), Cavalcanti (2002; 2013) Dantas (2011), Dardel (2011) and Fernandez (2008; 2013); in Education, Jorge Larrosa (2017) and in photography, Roland Barthes (1984), delimit the paths that underlie the path of educational practice. Metologically the present work is structured from qualitative research, being bibliographic documentary and exploratory, marking use of empirical observation, collection and production of images, application of questionnaires, fieldwork and application of the education product, in a dialogue permanent with the phenomenological method, in order to create an educational permit from subjects’ pedagogical experience.

3
  • EDJANGO LIMA FREITAS
  • LGBTQIA+ TERRITORIALITIES IN ELEMENTARI EDUCATION: GEOGRAPHICAL GENDER AND SEXUALITY WORKSHOP AS A TOOL FOR STRUGGLE AND RESISTANCE

     

     

  • Leader : Pablo Sebastian Moreira Fernandez
  • MEMBRES DE LA BANQUE :
  • Pablo Sebastian Moreira Fernandez
  • ALESSANDRO DOZENA
  • JORGEANNY DE FATIMA RODRIGUES MOREIRA
  • HELANIA MARTINS DE SOUZA
  • Data: 27 avr. 2021


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  • This research proposes the school area as a stage for the implementation of a geographic educational methodology that allows the articulation of student as protagonists, emphasizing the spatial practices of LGBTQIA + students. Even though, by many components of the school community, are considered deviant to heteronormative and hegemonic socio-cultural standards have been facing in the last decades an erasing by educational politicians that are clearly positioned on the inclusion and diversity in the scope of gender and sexuality discussions. Therefore, we chose the concept of Territory (and its derivatives: territorialities and experienced territories) as a direction for the study, since spatial practices become “marginal” experiences, implying the transposition of frontiers, generation of conflicts and construction of territorialities to from power relationship. The final product is an interdisciplinary Geographic Workshop that addresses content that articulates Geography, Gender and Sexuality in Elementary School II. The theoretical basis revolves around the concepts of Territory, Gender and Sexuality and the concept of Maldita Geography, having as references: SILVA, ORNAT & CHIMIN JÚNIOR (2013); TUAN (1985); RAFFESTIN (1993); SILVA et all. (2013); THIOLLENT (1986); RIBEIRO (2017); VENCATO (2014); ABRAMOVAY (2015), DE SOUZA (2013); MOORE (2000); BOURDIEU (1999); LOURO (2004); JUNQUEIRA (2009); WALTRIK (2018), in addition to the documents that support Brazilian education. The methodology is based on action research, present in the daily lives of many teachers, and unfolds in a set of educational practices based on an experiment reality. The result arises from the analysis of the geographic workshop, presented by activities, questionnaire, interviews and testimonies. Therefore, we believe that this educational product serves as a guide in the process of struggle for an inclusive education that values respect for diversity in the school environment and the strengthening of the territorialities of LGBTQIA + students.

4
  • ERIELSON MIRANDA PEREIRA
  • URBAN TOPONYMIA: A PROPOSAL OF A PEDAGOGICAL MODEL FOR THE STUDY OF PLACE IN GEOGRAPHY TEACHING

  • Leader : GLEYDSON PINHEIRO ALBANO
  • MEMBRES DE LA BANQUE :
  • GLEYDSON PINHEIRO ALBANO
  • JEANE MEDEIROS SILVA
  • TANIA CRISTINA MEIRA GARCIA
  • AILSON BARBOSA DA SILVA
  • Data: 21 juin 2021


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  • The act of naming places is characteristic of human existence. The symbolism of naming places, presents itself as a geographical way of becoming unique in the occupation of a given place. The name of a place does not represent one name or another. Every name preserves a motive, a toponymic motivation. In this context, the toponymic studies linked to the teaching of Geography with regard to the concept of place is an interdisciplinary, innovative and creative pedagogical proposal, not that has not yet been applied. The main objective of this product is to provide a Pedagogical Model for teaching the place from a toponymic analysis - study of the proper names of the places, and the specific objectives are: to discuss the teaching of toponymy from the national guidelines for basic education, highlighting its relevance in the context of School Geography and building a Pedagogical Model for the teaching of toponymy with didactic-pedagogical guidelines for teachers of Basic Education. Methodologically, a bibliographic research was carried out on works that approach the concept of place and its approach in School Geography, productions contribute to toponymic studies and construction of the Pedagogical Model. The field of application took place at the Anjo da Guarda High School, a school located in the neighborhood of the same name in the city ofSão Luís- MA. The Pedagogical Model was applied through a didactic sequence, aiming at teaching the concept of place through an approach of the students' place names of experience - the street where they live. It was found that the application of the Pedagogical Model Proposed for the Teaching of the Place through the Toponyms allows for School Geography a possibility to be followed and adapted for the use of toponymy in the classroom, in addition to enhancing a more critical reflection of the students.

5
  • MARIA VENÂNCIO LIMA
  • GEOCARTOGRAPHY: Guidelines for working with Cartography in the early years of Elementary School

  • Leader : DIOGENES FELIX DA SILVA COSTA
  • MEMBRES DE LA BANQUE :
  • DIOGENES FELIX DA SILVA COSTA
  • MARCO TULIO MENDONCA DINIZ
  • EDUARDO RODRIGUES VIANA DE LIMA
  • FRANKLIN ROBERTO DA COSTA
  • Data: 28 juin 2021


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  • Cartography is an integral part of the discipline of Geography, it is an element of studying space, understanding and interpreting spatial thinking, this being a critical and analytical reading of the differences existing in different locations for the perceptual search for the development or not of these spaces . In this sense, and taking into account the importance of the study of Cartography for Geography, this research work and intervention proposal, evidenced the investigation of cartographic knowledge, existing in basic education, this one present in Geography. Theoretically, facts related to the relations of analysis of the study of space were discussed and theoretically reflected, the reflexes of the teaching practice in the teaching of Cartography in the early years of elementary school, the formation of the teacher in the undergraduate courses, taking into account his practice in the classroom of class. Thus, the problem of the investigation carried out in the difficulties of formation and pedagogical performance in cartographic teaching was founded. Thus, it is within the work with the process of building cartographic knowledge, starting with cartographic literacy approaches with the main focus on finding ways for the knowledge that the student must learn for application in his daily life, thus highlighting the importance of the teacher's work so that the student's education is enriched, making real this knowledge acquired from the terrestrial space so that this space is recognized and valued as an educational agent focused on the well being of this citizen. In this study there is the intention that the school and the teachers through Geography, more specifically Cartography, can show this vision of improvement of the methodological procedures starting from the observations and answers obtained by the research carried out with the teachers of the municipality of Orós - CE, offer teachers a proposal of help and support with the elaboration of a booklet with didactic sequences, emphasizing cartographic literacy for the initial years of elementary school, once the weaknesses or potentialities found in the teaching practice with the work with knowledge are detected cartographic, come to contribute and guide the work of the teacher.

6
  • GIOVANA OLIVEIRA DO NASCIMENTO
  • PODCAST AS A METHODOLOGY FOR GEOGRAPHY TEACHING: Courses to study contemporary geographic space, cyberspace and cyberculture.

  • Leader : Pablo Sebastian Moreira Fernandez
  • MEMBRES DE LA BANQUE :
  • ADRIANO LIMA TROLEIS
  • DANIEL MALLMANN VALLERIUS
  • Pablo Sebastian Moreira Fernandez
  • Data: 15 déc. 2021


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  • The contemporary Geographic Space is understood as a result/reflex of technical transformations and evolutions of human societies on Earth. Being this space a product of a mutual relationship between materiality and the virtual, from it emerges concepts such as cyberspace, given by the interconnection of computers in the virtual environment, and cyberculture, as a culture of the digital world. With the technical, scientific, and informational revolution and the advent of globalization, we are exposed to a world of "accelerated changes", whether, in the economic, political, social, and above all educational spheres, such changes began to intensify with a pandemic context in the emergence of SARS-CoV-2 (COVID-19), whose “reprogramming” of life started to be carried out and mediated by the use of technological devices. In this understanding, the school, the classroom, the people who occupy it, and educational practices were moved to a hybrid reality, merging teaching perspectives with digital technologies. Therefore, this research aims to use the podcast as a methodology in teaching Geography, as a dialog builder and diffuser of narratives about the contemporary Geographical Space, cyberspace, and cyberculture. For this purpose, this dissertation proposes the elaboration of a theoretical framework on the concepts covered and their relationship with the Teaching of Geography and the technological student, the production of a didactic sequence using podcast media, and as a final product the application of this sequence and a reflection on their practical experimentation, from the correlation between pedagogical practice and object of study in Geography.

7
  • JÚLIO CEZAR FARIAS MACHADO BOTELHO
  • GEOGRAPHY LABORATORY AS LIVING SPACE
    A HUMANIST PRACTICE

  • Leader : EUGENIA MARIA DANTAS
  • MEMBRES DE LA BANQUE :
  • ADRIANO LIMA TROLEIS
  • EUGENIA MARIA DANTAS
  • ROSALVO NOBRE CARNEIRO
  • Data: 21 déc. 2021


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  • Considering the traditional classroom as an insufficient environment for the teaching of geography and questioning the teaching of this science from the current educational paradigms, the work was aimed at to propose a geography laboratory to be the pedagogical space for intellectual experiences, physical, socioemotional and cultural of students and other components, from the perspective of interdimensional education and the humanist paradigm. In order to reflect on the bases of a more phenomenological geographic education, a study was carried out to characterize a laboratory at the Luiz Alves Lacerda State Technical School, located in the municipality of Cabo de Santo Agostinho/PE, obtaining from the theoretical foundation and observation of schools that develop a humanist education, a didactic-pedagogical proposal for this laboratory.

2020
Thèses
1
  • ELOÍZA LIMA E SOUZA DINIZ
  • THE SCHOOL BEYOND THE MUROS: an analysis of Supervised Curricular Internship I in the Geography teacher initial formation 
  • Leader : JEANE MEDEIROS SILVA
  • MEMBRES DE LA BANQUE :
  • JEANE MEDEIROS SILVA
  • SANDRA KELLY DE ARAUJO
  • MARIA REILTA DANTAS CIRINO
  • Data: 9 juil. 2020


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  • This research aimed to propose a methodological strategy based on the experiences developed in the Supervised Curricular Internship component in Geography I in the Geography Degree Course (UFRN / CERES), centered on the concept of the school's Geographical Environment as a way of combining initial teaching practices and training. Considering the structuring of the Supervised Internship in the Geography degree courses in Brazil, and specifically the methodology used by the professor of the Supervised Curricular Internship in Geography I discipline, of the Geography Degree course (UFRN / CERES) and the observations of the teachers of Geography in training (Interns) we tried to find out how the teachers in training understood the school institution and the Geographical Environment, the subjects and the neighborhood relations in the spatial substratum during their first experiences in Supervised Curricular Internship I. In relation to the methodological procedures, bibliographical survey, document analysis, observation of the theoretical classes of the curricular component in question, observation of the field class and follow-up in the field work on the Geographic Environment in order to apply the proposed methodology with the teachers in training during the execution of the curricular component mentioned . With the research, we realized that the possibilities of teachers in training, considering the previous training, and the walk made until then in the Geography Course, allowed them to exercise spatial analysis. An exercise, because even though they are not critical analyzes, adequately based on theory and a collection of experiences, our methodology allowed the construction of a strangeness and a first look, that of the school in its socio-spatial context, in our view essential for practice teacher. The geographic formative level in which they are found almost always limits spatial analysis to location, and, methodologically, to description. However, we consider it necessary to reflect on the importance of knowledge of educational action for the organization of effective teaching practices within the scope of geography. In this regard, the Supervised Curricular Internship component is one of the starting points for the process of professional construction of education, aligning the knowledge of specific contents, in the case of Geography and the experiences proposed during that moment, which substantially causes maturity pedagogical and intellectual in the initial formation of the Geography teacher.

2
  • JOÃO PAULO TEIXEIRA VIANA
  • GEOZINE: A TRANSITIVE LANGUAGE IN READING THE PLACE AND THE LANDSCAPE FOR GEOGRAPHICAL CONTENTS

  • Leader : EUGENIA MARIA DANTAS
  • MEMBRES DE LA BANQUE :
  • EUGENIA MARIA DANTAS
  • ALESSANDRO DOZENA
  • EVANEIDE MARIA DE MELO
  • Data: 14 juil. 2020


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  • The school, as a social institution, citizen and trainer requires innovations to meet the needs of the student who arrives at the educational space. Information is increasingly available and access to different languages becomes a reality. However, there are significant deficiencies of the students in competences, such as: understanding, contextualizing and relating. The geography teacher brought to this scenario is challenged to create teaching strategies that induce the student to experience school geography as a field open to innovation and with the different languages that are in daily life. Thus, the research proposes a study on teaching strategies for school geographic contents, having Geozine as a source for its development. Faced with this, the questions are: how does Geozine configure a transitive language to teach geography in the school context? How does Geozine's language configure a didactic-pedagogical strategy to teach about the notions of place and landscape? Which skills and abilities are stimulated through Geozine in the teaching and learning process? From these questions the central purpose of this research is to understand Geozine as a transitive language that behaves as a didactic-pedagogical strategy for teaching school Geography. This understanding is based on the exploration of notions of place and landscape, focusing on the geography teachers of the Francisca Avelino Municipal School, Clotilde de Moura Lima State School and Joaquim Nabuco State School, public education institutions in the city of Taipu-RN. Methodologically, the research was developed initially from an exploratory research on the school reality and on the teaching of geography in secondary sources: IBGE, MEC and Educational Census. Then an exploration was carried out in loco, in the city's school units. To continue the study we carried out a deepening of the theoretical framework based on the selection of authors who approach themes on language, language and communication: Bakhtin (1992), Duarte (2005), Fiorin (2005), Gadamer (2002; 2008), Vygotsky (1934) and the interfaces with didactic languages in the teaching of geography: Callai (2001; 2004), Claval (2002; 2007), Kaercher (2004), Pontuschka, Paganelli and Cacete (2007), as well as authors related to the notions of place and landscape reading: Sauer (1982), Suertegaray (2000), Tuan (1983) and finally, authors such as: Magalhães (1993), Nascimento (2010) and Silva (2018) on Fanzine and the making of the Geozine strategy.

    .

3
  • FRANCISCA SAMARA KIZIA BEZERRA DO NASCIMENTO
  • Help us to Understand the Geographic Space - pedagogical manual with guidance to the teacher of an autistic student

  • Leader : MARCO TULIO MENDONCA DINIZ
  • MEMBRES DE LA BANQUE :
  • MARCO TULIO MENDONCA DINIZ
  • SAULO ROBERTO DE OLIVEIRA VITAL
  • TANIA CRISTINA MEIRA GARCIA
  • FRANCILEIDE BATISTA DE ALMEIDA VIEIRA
  • EMANUEL LINDEMBERG SILVA ALBUQUERQUE
  • Data: 11 sept. 2020


  • Afficher le Résumé
  • Authors within the scope of School Geography that focus on the study of the man-nature relationship have sought to understand the psychological factors of human development and learning that influence or interfere in the construction of geographic knowledge. These have been mobilized in an attempt to define teaching approaches that consider the subjective and, therefore, singular dimensions that men in society establish with nature, aiming to think about innovative teaching practices that allow students with special educational needs to present the various aspects of education. a geographical phenomenon. As a result, we propose to contribute to studies in the area by developing an educational product that supports teachers of autistic students in teaching activities in School Geography, since findings resulting from pedagogical experience reveal that these Elementary School students have difficulties in assimilating concepts- key to Geography. Based on this background, we have defined the following research problem as an answer: Does Applied Behavior Analysis constitute an effective strategy for teaching School Geography to students with autism who are attending elementary school - Early Years? In order to contribute to the geographic education of autistic students, in this work we aim to: prepare an instructional manual containing theoretical and methodological guidelines on teaching Geography to autistic students in the early years of elementary school. The investigation makes use of research procedures specific to documentary and bibliographic research. The documentary research sought to analyze the official documents of education that deal with the national and regional guidelines for the teaching of School Geography in the early years of Elementary School. The official documents used were: the National Common Curricular Base (BRASIL, 2017) and the Curricular Document of the State of Rio Grande do Norte - Elementary School (RN, 2018). The bibliographic research aimed to survey the state of the art that deals with the teaching of School Geography, the behavioral characteristics of Autistic Spectrum Disorder, the theoretical and methodological aspects of Applied Behavior Analysis and the technical and pedagogical guidelines for the preparation of didactic material, taking as a reference: Pontuschka, Paganelli and Cacete (2009), Castellar, Cavalcanti and Callai (2012), Lear (2004), Khoury et al. (2014), Gaiato and Teixeira (2018), Preti (2010), Bento (2013) and Santos (2019). The results of the research allowed us to answer the study question in the affirmative, by demonstrating that the Applied Behavior Analysis is the only teaching approach with scientific evidence that offers contributions to the school development of the student with Autism Spectrum Disorder, being able to offer support Theoretical to prepare the material Help us to Understand the Geographic Space - pedagogical manual with guidance to the teacher of an autistic student. The research that is now presented, supported by the investigation and elaboration of educational products as the final work product for the conclusion of a professional master's course, places GEOPROF as a graduate program that proposes to the basic education teacher to think about the teaching of geography anchored in inclusive practices that aim to include students who historically suffer from segregation in school settings.

4
  • TELMA GOMES RIBEIRO ALVES
  • BIOMA CAATINGA – A LOOK AT THE TERRITORIAL CUTTING OF PATOS / PB

  • Leader : DIOGENES FELIX DA SILVA COSTA
  • MEMBRES DE LA BANQUE :
  • DIOGENES FELIX DA SILVA COSTA
  • SANDRA KELLY DE ARAUJO
  • AGASSIEL DE MEDEIROS ALVES
  • Data: 23 sept. 2020


  • Afficher le Résumé
  • Textbooks made available by the Ministry of Education (MEC) through the National Textbook Plan (PNLD) have been the main resource used by teachers in public schools in Brazil. However, these books are produced on a national scale and the contents are not approached in a dense manner and adequate to regional realities, especially when it comes to Brazilian biomes. In this way, this research aims to produce a paradidactic material about the natural and socio-environmental characteristics of the Caatinga Biome in the territorial section of Patos / PB, specifically for the 7th year of Elementary School. The methodological path took place initially with the bibliographical survey of classic and also current works on the teaching of Geography, followed by the analysis of the content present in textbooks. Subsequently, a questionnaire will be applied, which will contain questions about the approach of this content in the copies, the teaching process of it and its importance. This questionnaire will be applied to geography teachers of the Elementary School Final Years of the public municipal network of Patos / PB. The analysis of the data will make it possible to identify possible gaps in the copies used by the teachers, which will serve as a basis for the production of the textual material. This material can be used as a complement to the textbook adopted by schools, as it will also be available in the virtual version (e-book) for consultation by the general population. As for the preliminary results from the analysis made in the textbooks, it was found that although the Caatinga is the only Brazilian biome, it is still little explored, a fact observed in the approaches to the content that is found in a few pages or paragraphs. And that in a way are lacking in information and illustrations that reliably describe it. It is expected that the paradidactic produced will contribute to the more detailed teaching of the theme, so that teachers and students have knowledge about the different natural and socio-environmental dynamics of their region.

5
  • LUCAS GABRIEL DA SILVA
  • GEOGRAPHY LEARNING ASSESSMENT - Guidance Manual for The Elaboration of Criteria, Instruments and Strategies for Learning Assessment

  • Leader : TANIA CRISTINA MEIRA GARCIA
  • MEMBRES DE LA BANQUE :
  • TANIA CRISTINA MEIRA GARCIA
  • MARCO TULIO MENDONCA DINIZ
  • RAIMUNDO LENILDE DE ARAUJO
  • Data: 16 oct. 2020


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  • Learning assessment has been the subject of several discussions in the educational context, as it takes on an important role, given its inseparable character, within the teaching-learning process. Given its political and pedagogical characteristics, we will reflect on the evaluation in the learning process in Geography, focusing on the question of the use of criteria. Taking this into account, this study defines the following research problem: from what parameters do high school teachers define the criteria for assessing learning in geography? Thus, we list the general objective: to develop an guideline manual for the elaboration of learning assesment criteria in Geography for use by high school teachers. For the investigative process, we adopted procedures within the scope of qualitative research, structured in three approaches: bibliographic research, with studies supported by scientific literature to understand the formative concept of evaluation, its functions and procedures based on Sacristán (1998), Perrenoud (1999), Luckesi (2011) and Hoffmann (2018), as well as what concerns Geography teaching referenced in Filizola (2009), Cavalcanti (2013) and Silva (2017). The documentary analysis based on the analysis of the curricular documents particularly with regard to the indication of contents, of skills and abilities proposed for Geography in High School, namely BNCC (2018) and the Coleção Escola Aprendente (School Learner Collection), CE (2008), lastly, the descriptive-exploratory research to carry out the data survey with the application of a questionnaire with the teachers of the schools in the research field. The research field, refers to the city of Aracati – CE, having as collaborators, educators who teach the Geography curriculum component in public high schools in the city. As a result, it was found that the teachers that participated in the interview perform the summative evaluation. In relation to the use of the criteria, there is a weakness regarding the definition and connection with the teaching objectives, a factor that makes the assessment of the learning process in Geography, reductionist, focusing only on the development of knowledge skills. Given this context, the realization of this investigation and its findings enabled reflections on the learning evaluation in the process of teaching Geography in High School, subsidizing the development of the final product, the Guidelines Manual.

6
  • ALEXANDRINO DA COSTA OLIVEIRA
  • Cartographic literacy textbook: contribution to teaching and learning in the early grades of elementary school.

  • Leader : RAIMUNDO NONATO JUNIOR
  • MEMBRES DE LA BANQUE :
  • ADRIANO LIMA TROLEIS
  • KEILA ANDRADE HAIASHIDA
  • RAIMUNDO NONATO JUNIOR
  • Data: 14 déc. 2020


  • Afficher le Résumé
  • This paper aims to produce a cartographic literacy textbook to be worked by teachers of elementary school, focusing on students of the 4th and 5th grades. The book is aligned with the proposals of BNCC (national common base curriculum) seeking to develop the skills and abilities that are required for the school years mentioned. The cartographic literacy textbook is divided into five chapters (orientation in geographical space, production and interpretation of subtitles, scale and proportionality, maps notebook and introduction to graphic representation). As theoretical foundation literature reviews were conducted on the concepts of literacy, cartographic literacy and teaching materials, in addition to documents such as PCNS, DCN and PNLD. The methodology was anchored in qualitative research, having as method the participant research with teachers who work in this stage of basic education by applying a questionnaire and analysis of the textbook, we have the stage of the graphic laboratory with the use of QGIS that will be used for preparation of maps of the textbook. With results it is expected that teachers have an educational product with guidelines and activities that can be used by students of the 4th and 5th years of elementary school, for the development of cartographic literacy.

7
  • JOSÉ JADSON DOS SANTOS SILVA
  • MARGEO: A LANGUAGE IN THE STUDY OF GEOPOLITICS IN SCHOOL GEOGRAPHY CLASSES
  • Leader : EUGENIA MARIA DANTAS
  • MEMBRES DE LA BANQUE :
  • EUGENIA MARIA DANTAS
  • ADRIANO LIMA TROLEIS
  • EVANEIDE MARIA DE MELO
  • Data: 17 déc. 2020


  • Afficher le Résumé
  • Geopolitics is matrix in the evolution of science and structuring for the formation of spatial reasoning on a global, global and local scale. This vision makes, to a certain extent, a geography like the one that teaches about the division of the Earth into continents, countries, states, cities. The task of developing competences and skills that leads to the learning of these divisions, requiring how different social, economic, political and cultural interests plot as permanences and changes that move in the geopolitical scenario. This time, the Geography teacher is led to develop planned to achieve the purpose. Comic books are presented as an innovative field of study, considering that explorations of geopolitical themes are recurrent in these magazines. The work investigates how the narratives of Comic Books can be problematized to teach Geopolitical themes prescribed for a school geography. Furthermore, as the language in comics can be a strategy to use Geography, considering the scales of experience of students, of the final grades of elementary school II, in São Bento do Trairi / RN. The questions refer us to the analysis of Comics (Comics) as a language that combines teaching and strategy, with an emphasis on Geopolitics and school reality in the city of São Bento do Trairi / RN and the proposition of a HQ to be used in the classroom of class. The methodology is based on bibliographic research, the result of which theoretically and methodologically supports the work by authors such as Serres (2013); Raffestin (1993), Andrade (1995), Souza (1995), Haesbaert (2004), Santos (1999), Vesentini (2010), Fonseca (2017), Claval (1979), Castro (2005), Mello (1999); Costa (1992); Vergueiro (2004), Campos (2013), Silva (2012), Rezende (2009), Cirne (2000), Eisner (1995), Rama and Vergueiro (2006), Pires (2005), Filho (2017); Souza (2019) and in exploratory research with survey and analysis of documents such as the Municipal Education Plan (PME), the National Curriculum Parameters (PCN's), the National Common Curricular Base (BNCC), the Pedagogical Political Projects and Internal Regulations of schools, the complete plans of the teachers of this discipline, in addition to old comic books, textbooks of the discipline of Geography. A survey of information was carried out in the schools object of the research on the teaching and learning process in Geography, in addition to observations of classes in the 8th and 9th grades of Elementary School II. With photographic records and notes in a field diary, they expanded the supports used in the research. We diagnose the shortcomings regarding didactic resources, teaching strategies and languages used in the classroom to work with the contents of Geopolitics. Considering this gap, we proposed and developed the HQ MARGEO to provide teachers with an auxiliary material for teaching spatial reasoning through a specific language.

     

     

     

8
  • WEDELL JACKSON DE CALDAS MONTEIRO
  • SCHOOL ATLAS OF THE MUNICIPALITY OF PATOS-PB

  • Leader : SAULO ROBERTO DE OLIVEIRA VITAL
  • MEMBRES DE LA BANQUE :
  • SAULO ROBERTO DE OLIVEIRA VITAL
  • MARCO TULIO MENDONCA DINIZ
  • MARCELO DE OLIVEIRA MOURA
  • MÍRIAM APARECIDA BUENO
  • Data: 18 déc. 2020


  • Afficher le Résumé
  • In the teaching-learning process, with regard to School Geography, there is a diversity of didactic material designed to promote the teaching of Geography in the school space. The production of books in Brazil appears as the main didactic-pedagogical resource, however made available by the Ministry of Education (MEC) through the National Didactic Book Plan (PNLD) aimed at teaching Geography in public schools, where they often do not bring a perspective of a regional approach, much less a local one. Based on this reality, this work will make available the production of a Geographic Atlas, which appears as a central product of this research, which walks in the perspective of discussing the geographical category “Place”. The construction of the Geographic Atlas of Socioenvironmental Vulnerability of the Municipality of Patos / PB, aims to meet the curricular demands of the 7th grade of Elementary School, which will have as an assumption, analyze the elements that will qualify and assist in the construction of knowledge and geographical reasoning . Given this, it is worth mentioning that the field of research in Geography refers to the geographical space, since this space is related to the different cartographic scales, it is evident the importance of bringing an approach and the relationships of the different levels that goes from local, regional, national and global. The methodological procedures of this research are of a qualitative nature and were carried out through documentary, bibliographic review, preparation and application of classes in two schools, one of which is elementary school and the other of high school in the city of Patos / PB, which aim to experience the functionality of the didactic use of the Geographic Atlas with the students in the classroom. Throughout the research, we tried to demonstrate the Geographic Atlas as a resource capable of building geographic reasoning and spatial thinking in a complex way to the space experienced by the subjects, with the perspective of providing educational training material that can help and respond to the purposes of School Geography in the municipality of Patos / PB.

9
  • MARIA DAS LÁGRIMAS LEITE MINERVINO
  • INVERTED CLASSROOM (SAI): PROPOSED ACTIVE METHODOLOGY FOR TEACHING-LEARNING GEOGRAPHY

  • Leader : DIEGO SALOMAO CANDIDO DE OLIVEIRA SALVADOR
  • MEMBRES DE LA BANQUE :
  • DIEGO SALOMAO CANDIDO DE OLIVEIRA SALVADOR
  • TANIA CRISTINA MEIRA GARCIA
  • ANA CLAUDIA RAMOS SACRAMENTO
  • Data: 30 déc. 2020


  • Afficher le Résumé
  • NÃO SE APLICA.

2019
Thèses
1
  • KUERÔNSO KLÉVESSON RÊGO DE QUEIROZ
  • SCHOOL GEOGRAPHY AND THE AGRARIAN: THE GEOGRAPHY TEACHING AS A POSSIBILITY OF CITIZENSHIP TRAINING

  • Leader : CELSO DONIZETE LOCATEL
  • MEMBRES DE LA BANQUE :
  • CELSO DONIZETE LOCATEL
  • EUGENIA MARIA DANTAS
  • NÚBIA DIAS DOS SANTOS
  • Data: 27 mars 2019


  • Afficher le Résumé
  • Since its insertion as a school discipline, at the beginning of the nineteenth century, the Geography had as its main objective, to form citizens. Throughout its trajectory, new directions have been taken, and it has ceased to be a merely descriptive science, assuming a critical and reflective posture. The contents worked in the classroom should take on a transforming character, allowing the construction of geographic thought. National Guidelines established parameters that would guide the content of the subject. Teacher training, together with classroom practice, should join the university with the school, resorting the teaching and learning process, as well as the citizen training. The purpose of this dissertation is to analyze the approach of the themes of Agrarian Geography in primary education from 6th to 9th grade and high school in Natal, in Rio Grande do Norte, as well as its contribution to the construction of geographic thought and citizen education.  In order to reach this objective, methodological procedures were adopted for bibliographical research, analysis of official documents that guide the teaching in the country as the National Curricular Parameters (NCPs) and the National Curricular Common Base (NCCB), analysis of the didactic book and interview with the teachers of the public network of teaching.  It is structured in three chapters, which will analyze: The themes of Agrarian Geography in basic education; The teachers of basic education geography from the public Natal network and its relations with NCPs, NCCB and the National Didatic Book Program; and finally, the teaching of agrarian geography in the public basic education network from Natal: practices and possibilities, which besides addressing the themes of Agrarian Geography, will propose a set of didactic sequences for the teaching of Geography. With the realization of this work, it was observed that even with the guidelines and reforms for education in the country, there are still some gaps in the teaching of Agrarian Geography, demanding from the teacher the necessary attention in fomenting the problematization and reflection of the questions that involve the field, as well as the construction of a posture and citizen mentality and reflexive on the part of the students.

2
  • MARIA DA CONCEIÇÃO DA PAZ SILVA
  • PROPOSITIONS OF DIDACTIC SEQUENCES FOR HIGH SCHOOL: THE INDIGENOUS THEME IN SCHOOL GEOGRAPHY.
  • Leader : IONE RODRIGUES DINIZ MORAIS
  • MEMBRES DE LA BANQUE :
  • CÍCERO NILTON MOREIRA DA SILVA
  • HELDER ALEXANDRE MEDEIROS DE MACEDO
  • IONE RODRIGUES DINIZ MORAIS
  • Data: 29 mars 2019


  • Afficher le Résumé
  • The teaching of Geography, accompanying the Education trajectory, absorbs demands proposed by the education system and society, directly or indirectly, making it necessary to think about and discuss the inclusion, systematization and operationalization of themes that are important, whose insertion in the curriculum effective as required by current legislation. In this tessitura, the indigenous theme is highlighted, although it is already contemplated in the curriculum of the Geography discipline, it demands a greater attention, especially in the area of Human Sciences and Languages. In this work, we sought to investigate how the indigenous theme is inserted in the teaching of the discipline Geography in High School. From this perspective, the research carried out was aimed at analyzing the context in which the subject matter was inserted as a topic of content of the discipline Geography; to highlight the main normative milestones of the Brazilian Education - LDB, PCNs, BNCC, as well as the new Curriculum Document of the High School of Rio Grande do Norte and the edicts of PNLD before and after the promulgation of Law 11.645 / 2008; to examine the collections of Geography approved in the 201LD PNLD, verifying the contents of the books in light of the evaluation criteria of the mentioned bid, and elaborating propositions of didactic sequences, contemplating the indigenous theme, geography teaching in the High School, being this didactic material the product resulting from this effort of technical and intellectual production. Therefore, the results of this research itinerary are set out in the Technical-Scientific Report and in the accompanying text-based textbook, which systematizes a vision of the indigenous theme in addition to the textbook, suggesting didactic sequences that can be adapted by the teacher in the course of his praxis. Geography aims at understanding the transformations of geographic space as a product of socioeconomic and cultural relations of power. Therefore, it stands out as a discipline that has ample potential for teaching indigenous subjects, discussing aspects of different natures, from sub-themes that deal with ethnicity, distribution in the territory, land demarcation, relation with the environment, way of life, well such as the conflictive processes involved in the struggle for land and the claim of their rights.

3
  • ANDRÉ ELIAS DE OLIVEIRA NÓBREGA
  • THE CONSTRUCTION AND APPLICATION OF THE GAME "EXPEDITION BY POTIGUAR RELIEF": A CONTRIBUTION TO THE EDUCATION OF SCHOOL GEOMORPHOLOGY

  • Leader : ADRIANO LIMA TROLEIS
  • MEMBRES DE LA BANQUE :
  • ADRIANO LIMA TROLEIS
  • Pablo Sebastian Moreira Fernandez
  • MARIA CRISTINA CAVALCANTI ARAÚJO
  • Data: 21 juin 2019


  • Afficher le Résumé
  • The present study aims to present and analyze the process of construction and application of the game "Expedition by the Potiguar Relief", as well as its contributions to the development of skills and abilities that facilitate the teaching and learning of Geography in High School. The proposal of construction and application of said game, developed as a didactic resource, to approach the theme related to the relief of Rio Grande do Norte, comes from observations and practices experienced teachers and was based on the theoretical and methodological conceptions of Significant Learning Theory and by the experiences of other theorists who discuss the teaching-learning process, the use of didactic games and the teaching of Geography. In relation to the methodological procedures, the structuring and the applications of the game were preceded and subsidized by bibliographical researches and the realization of observations and expositive dialogues classes in two high school classes of a state public school in the city of Natal/RN. After the applications, the data obtained were systematized according to the impressions of the teacher and the students, allowing to verify and analyze the potential contributions of the game to the teaching-learning process in Geography. Thus, based on results and experiences during the applications, we consider that the game "Expedition through the Potiguar Relief" has shown to be a collaborative and immersive didactic resource, which enables the teacher to direct the learning process and to measure, through the development of skills and skills, the assimilation of the geographical knowledge by the students.

4
  • NEIMARA COSTA DE LIMA SANTOS
  • GRAPHIC REPRESENTATION OF THE LANDSCAPE CONCEPT IN GEOGRAPHY THROUGH DRAWING: A Design Guide for Teaching Landscape and a Teacher's Guide

  • Leader : TANIA CRISTINA MEIRA GARCIA
  • MEMBRES DE LA BANQUE :
  • FLAVIA SPINELLI BRAGA
  • SANDRA KELLY DE ARAUJO
  • TANIA CRISTINA MEIRA GARCIA
  • Data: 19 nov. 2019


  • Afficher le Résumé
  • Findings resulting from professional experience reveal that students of Elementary School have difficulties in assimilating key concepts of Geography, and specifically the one related to the landscape. Based on this antecedent, we defined as a research problem to answer: Is the graphic representation through drawing an effective strategy for the teaching of the landscape concept for 6th grade students? As a general objective we define: Present the proposal of an instructional manual of drawing, accompanied by a notebook for the teacher, both containing theoretical and methodological guidelines on the concept of landscape for use in the 6th year of elementary education, which includes aspects of teaching and school learning of this geographical category. The research has contributions in three procedures: the bibliographical research, the documentary analysis and the exploratory research. The bibliographical research tries to give an account of the state of the art about the studies on geographic categories and of analysis, landscape and drawing, taking as reference Santos (1997), Callai (2010), Miranda (2005), Pillar (2012), Almeida (2014) and Pontuschka; Paganelli; Cacete (2009). The documentary analysis, embarked on the Pedagogical Political Project of the research field school and documents of the archive of the Raimundo Pelópidas de Araújo Municipal School, located in the city of Russas-CE, which allowed the organization of information that led to the characterization of the educational institution, and the definition of the profile. of the students participating in this study. Exploratory research, based on the knowledge domain diagnostic strategy, Mapa Falado, made it possible to validate design as a strategy for landscape teaching. The data collected, systematized and analyzed through content analysis by Bardin (1977), presented the student's daily landscape, expressed through graphic language, making it possible to verify the potentiality of drawing as a resource for teaching. The results allowed us to answer the proposed research question in the affirmative, by demonstrating the effectiveness of the design strategy as an effective didactic-pedagogical procedure, which led us to the elaboration of the Drawing Manual for Landscape Teaching, accompanied by the Pedagogical Notebook with Orientations. to the teacher. This study, anchored in the research and development of educational products built as the final product of the professional master's degree completion work, highlights GEOPROF as a postgraduate program that enables the teacher in elementary school to diversify his / her practice through contact with new teaching methodologies.

5
  • MARCELO RODRIGUES ROBERTO
  • The videographic language in a landscape study: experiences and educational pratices in Alecrim district - Natal - Brasil.

  • Leader : Pablo Sebastian Moreira Fernandez
  • MEMBRES DE LA BANQUE :
  • Pablo Sebastian Moreira Fernandez
  • ADRIANO LIMA TROLEIS
  • EUGENIA MARIA DANTAS
  • FLAVIANA GASPAROTTI NUNES
  • Data: 5 déc. 2019


  • Afficher le Résumé
  • The landscape is one of the fundamental concepts of geography and also present in other areas of knowledge, such as architecture and art, as far as Education is concerned, it is a concept that is linked to various contents and themes, thus being trajectory, a term of potential unfolding in other senses and tends to inspire diverse interpretations helping in the construction of knowledge and knowledge. On the other hand, in addition to the languages already used in the school as the writing, the image, especially from the use of the videographic language, starts to stand out more and more in the daily life of students and teachers mainly through the accelerated technical advance that has the poorest classes, especially the young populations, of objects that not long ago only the audiovisual industry and socially privileged groups among the populations had access, that is, videographic language through the popularization of mobile phones and digital cameras have been transforming in what way habits, culture and above all, ways of learning and teaching both in school space and beyond? In what ways can the geography teacher use this language to promote learning and guide the construction of knowledge? How can conceptual learning, especially with regard to landscape, occur from the use and its relations with videographic language? Based on these questions the present work presents a brief study about the concept of landscape in geography, the emergence, presence and influence of videographic language in society and especially in the educational sphere and how the language was used in a public institution in the city of Natal / RN, namely the Padre Miguelinho Institute, based on a brief theoretical study, the execution of workshops (practical application) and the use of this language from experiments by groups of students of a class of the third series of this institution, in particular emphasizing the study of landscapes and learning outside the school space, namely, Alecrim, the old quarter of the city and where the school unit is located.

6
  • ROSEANE RICHELE DE MEDEIROS
  • REFLECTIONS AND PERSPECTIVES OF KNOWING RELIGION NO SCHOOL EDUCATION OF GEOGRAPHY

  • Leader : DIEGO SALOMAO CANDIDO DE OLIVEIRA SALVADOR
  • MEMBRES DE LA BANQUE :
  • DIEGO SALOMAO CANDIDO DE OLIVEIRA SALVADOR
  • ROSALVO NOBRE CARNEIRO
  • SANDRA KELLY DE ARAUJO
  • Data: 5 déc. 2019


  • Afficher le Résumé
  • The teaching of Geography constantly seeks to promote the production of knowledge and the debate about various knowledge, including religion. However, knowing religion is not prominently addressed in Geography classes, as an important factor for understanding the production of geographic space. Thus, we aim to apprehend the approach of knowing religion in the school teaching of Geography, proposing methodological strategies to work the relationship between space and religion. All our discussion is based on the paths of interdisciplinarity, considering knowledge of other disciplines, such as history and sociology. Thus, we reflect theoretically on the knowledge religion in Geography, paying attention to the approach of this knowledge in textbooks used by teachers of high school Geography of public schools in the city of Caicó (RN). In addition, we analyze the approach of this knowledge developed by the Geography teachers, through interviews with these professionals, with the application of a semi-structured questionnaire in order to better understand the teaching practice and to know the reality in which it is developed. Finally, we propose methodological strategies to work religion knowledge in the school teaching of Geography. Therefore, with this research we seek to collaborate with the continuity of studies on the Geography of religion, bringing to light reflections, analyzes and methodological strategies aiming at a better understanding of this knowledge in school geography.

7
  • JOÁRIA DE ARAÚJO VIEIRA
  • THE ATLAS MUNICIPAL OF RIO DO FOGO AS A DIDACTIC INSTRUMENT FOR THE STUDY OF THE CARTOGRAPHIC LANGUAGE OF THE PLACE.
  • Leader : SAULO ROBERTO DE OLIVEIRA VITAL
  • MEMBRES DE LA BANQUE :
  • MARCELO DE OLIVEIRA MOURA
  • MARCO TULIO MENDONCA DINIZ
  • SAULO ROBERTO DE OLIVEIRA VITAL
  • Data: 12 déc. 2019


  • Afficher le Résumé
  • The present work has the proposal to produce a "Municipal Atlas", from the city of Rio do Fogo / RN, to provide students and teachers of Elementary School I, especially to the students of the 4th and 5th year, subsidy for the study of the place . It will contribute to reach the skills and abilities proposed by BNCC (National Curricular Common Base), and that students should have access, according to each age group, contemplating thematic units: the subject and his place in the world, forms of representation and thought space. In this context, the deepening of contents, which from the local, will be the basis for global understanding. In order to diagnose the materials used, we propose pedagogical activities for the geographic study of the city, performing a mapping of Rio do Fogo / RN, developing through cartographic literacy, the process of learning cartography as language. Exploring the place category in geography. As a theoretical basis, a bibliographical research was carried out on the geographical categories such as place, daily life, city; cartographic literacy and geography teaching; some references used were: Almeida (1989), Almeida; (2010), Callini (2005 and 2010), Cavalcanti (1998 and 2008), Costella (2012), Gomes (1996), Guerrero (2012), Kaercher (2003 and 2007), Libaneo , Lopes (1991), Passini (2012), Martinelli (2009), Santos (1978), Tuan (2013). These were used as bases for carrying out the bibliographic research. An interview was conducted with teachers, which made possible a diagnosis of geography teaching in the municipality, especially the use of classroom cartography and didactic resources available in the municipality. There was a first intervention of the Municipal School Maria Paiva Fagundes, with the students of the 4th and 5th year of Elementary School II, observing the level to which the students were. From this context, the "Municipal Atlas of Rio do Fogo" was proposed to serve as a subsidy in the geography classes of the referred series, as a support material for the teacher and that will be the final product of the professional master's degree in geography teaching.

8
  • FRANCISCO HERMÍNIO RAMALHO DE ARAÚJO
  • ELABORATION OF A DIDACTIC BOOK "GEOGRAPHY OF SERIDÓ POTIGUAR"

  • Leader : MARCO TULIO MENDONCA DINIZ
  • MEMBRES DE LA BANQUE :
  • ADRIANO LIMA TROLEIS
  • MARCO TULIO MENDONCA DINIZ
  • RAIMUNDO LENILDE DE ARAUJO
  • Data: 16 déc. 2019


  • Afficher le Résumé
  • Geographical knowledge arises in the beginnings of mankind being based on observation and experience. This form of knowledge predates the so-called scientific geography that only became a systematized knowledge in the nineteenth century with the works of de Humboldt and Ritter. In Brazil, geography was already an integral part of basic education curricula before its institutionalization as a science. Its consolidation as a discipline took place in Colégio Pedro II, Rio de Janeiro, in 1837 and came to become scientific with the creation of the first Department of Geography at the Faculty of Philosophy, Sciences and Letters of the University of São Paulo in 1934. One of the first forms of institutionalization of geographic knowledge in Brazil is the didactic book that presents itself as the material most used by teachers and students in primary schools in Brazil, especially in public schools. It can be noticed that the Geography textbooks used in Brazil deal with generalized contents that, in most cases, do not address the specific contents of some regions. In this sense, the regional books appear with the intention of serving as auxiliary to the textbooks made available by the Ministry of Education in public schools. In view of the bibliography analyzed, one can see the importance of working in regional geography with local examples in the classroom. It was found that in Rio Grande do Norte there are few copies of regional didactic material of Geography and when it comes to Seridó Potiguar, there is no didactic material that reproduces all the peculiar characteristics of the region in a textbook of Geography. Based on this assertion, the present work aims to elaborate a textual material about the Geography of Seridó Potiguar geared towards students of elementary school. From the methodological point of view, this research is working with an inductive method using the abduction, working with local themes so that the student can understand the general knowledge, is structured in the following phases: empirical observations of the phenomena, bibliographical research, field work and material. Based on the data of this research, the textbook entitled "Geography of Seridó Potiguar", which presents the physical-natural and social aspects of the region seeking to reproduce local contents aimed at primary education, is being prepared.

9
  • AURINO ALVES NUNES FILHO
  • GeoGame: didactic game for the critical interpretation of cartographic representation of geographical space
  • Leader : DIEGO SALOMAO CANDIDO DE OLIVEIRA SALVADOR
  • MEMBRES DE LA BANQUE :
  • DIEGO SALOMAO CANDIDO DE OLIVEIRA SALVADOR
  • FRANKLIN ROBERTO DA COSTA
  • SANDRA KELLY DE ARAUJO
  • Data: 20 déc. 2019


  • Afficher le Résumé
  • Considering that the object of study of Geography is the geographical space, we affirm that it is essential that the school teaching of Geography be able to enable students to develop skills and competences necessary to read and understand space and its analytical dimensions, such as landscape. - whose prominent content is that of morphology - and the territory - with emphasis on power relations. Thus, knowing how to read landscapes, understanding the contradictions of the territory and thus interpreting the cartographic representation of space with this perspective is a way to grasp reality in an updated, critical and contextualized way. Thus, the present work aims to produce a didactic game about the critical interpretation of cartographic representation of geographical space, to be used by elementary school students in the process of teaching and learning in Geography. The game produced is characterized by being digital and compatible with one of the most used platforms in the world for the operation of smartphones – Android. Thus, the research was structured from bibliographical research on geographical space, landscape, territory, cartographic representation of space, didactic game and teaching of Geography. Also, lectures were held and dialogued about the content of the game developed, with students of the 9th grade of elementary school of state public school of Santa Cruz (RN), as this is the space of professional praxis of the author of the work; application of a questionnaire with these students about the teaching of Geography; and application of the game developed in the same school space, with the analysis of the data resulting from this application. Thus, we conclude that the proposed game is an important didactic resource, as it offers the Geography teacher interesting methodological alternatives for the development of skills and competences defined in the official documents of the country, thus enabling students to read critically the cartographic representation. of geographical space.

2018
Thèses
1
  • CARLOS EDUARDO DE ARAÚJO

  • THE CONTENT OF WIND ENERGY IN GEOGRAPHY EDUCATION.

  • Leader : DIOGENES FELIX DA SILVA COSTA
  • MEMBRES DE LA BANQUE :
  • DIOGENES FELIX DA SILVA COSTA
  • SANDRA KELLY DE ARAUJO
  • MANOEL CIRICIO PEREIRA NETO
  • Data: 16 janv. 2018


  • Afficher le Résumé
  • In school geography scope, Wind Power theme stands out due to its attribution as a power source as well as its relevance for the social life and human activities, while it is strongly related to the geographic space. According to space perspective, this subject-matter is related to many reality aspects, along with economics, politics, environment, society, culture, etc. The present work locates this topic according to space perspective while describes its spatiality, its socio-environmental implications and its relations with reality dimensions, in order to understand it as inherent to recognition of geographic space. On this, the aim of the present research was to analyze the theme of Wind Power and its development in the teaching of geography. The understanding of how this topic presents itself in the teaching of geography; the affinity between the teacher and this matter, as well as the relation between the theme and methodology and teaching resources constitute the contribution that this research can bring to the understanding of the relationships that involve these many elements of the teaching process. The applied methodology consisted of a bibliographic survey followed by analysis of the Wind Power theme found in textbooks, as well as application of questionnaire directed to geography teachers. Despite the importance of wind energy as an expanding economic activity, studies on this subject in school geography still have gaps regarding the non-verification of the spatiality and its social and environmental impacts, which are crucial to understanding the subject within the geographical perspective. The content on Wind Power in textbooks is also insufficient and needs complementation, remarkably with regard to contents that focuses on this theme from a geographical perspective, mostly teaching resources alternative to traditional ones, such as extra-textbooks, maps and games, in addition to new methodologies.

2
  • ANTONIO IZIDRO SOBRINHO
  • PRODUCTION OF THE TEACHING BOOK
    THE GEOGRAPHY OF MICRORREGIÃO DE PIANCÓ

  • Leader : MARCO TULIO MENDONCA DINIZ
  • MEMBRES DE LA BANQUE :
  • ADRIANO LIMA TROLEIS
  • MARCELO DE OLIVEIRA MOURA
  • MARCO TULIO MENDONCA DINIZ
  • Data: 6 août 2018


  • Afficher le Résumé
  • Geography as science and school discipline has undergone several processes in search of its improvement. The importance of Geography teaching to today's society is of extreme relevance, since it is not merely in the transmission of contents, but contributes to the process of building the student's citizenship, and their teaching is therefore indispensable since elementary education. However, it is extremely relevant that at this level of teaching the teacher works with themes that address the space lived by the students from where they already have a prior knowledge which will facilitate in the teaching-learning process. However, the textbook provided by the Ministry of Education through the National Textbook Plan constitutes the main didactic resource available in educational establishments and, therefore, the most used. Therefore, it is necessary to produce a didactic material that facilitates the dissemination of geographic knowledge on the site, in this case, the Micro-region of Piancó, given the inexistence of materials of this nature in the municipalities that compose this portion of the Paraíba hinterland. This report is the result of a textbook entitled: The Geography of the micro-region of Piancó, which, in turn, has as main objective the production of a didactic-pedagogical material that meets the educational demands of the teaching of Geography at the fundamental level, For the 6th and 7th years, focusing on the local scale of geographic analysis. The material was elaborated from two structuring axes: the physical and social aspects in order to promote local knowledge. This study, in turn, was structured in several stages: documentary research, bibliographic research, and exploratory research where questionnaires were applied to teachers from municipal and state public schools that have elementary education from 6th to 9th grade. Through the results obtained in the field the need to represent the current geographic characteristics of the micro-region was represented in a textual material. It is important to point out that this material intends to subsidize the teaching of Geography at the local scale, serving as supplementary material to the textbook for teachers and students of all educational networks, municipal, state or private.

3
  • ANTONIO MARCOS GOMES DA SILVA
  • THE GEOGRAPHIC CONCEPTUAL REGION CONTENT IN SCHOOL AND THE GEOZINE METHODOLOGY INTERVENTION
  • Leader : EUGENIA MARIA DANTAS
  • MEMBRES DE LA BANQUE :
  • EUGENIA MARIA DANTAS
  • ALESSANDRO DOZENA
  • EMERSON RIBEIRO
  • Data: 22 août 2018


  • Afficher le Résumé

  • This work has as its theme the conceptual content of the region. From the reflections on the contents of school geography, methodology, didactic resource, the following research problem arises: how does the teaching of the conceptual content of the region in the 7th year of Elementary School II, considering the didactic-pedagogical approach carried out by the Geography teacher? The objective is to analyze the teaching of the concept of the region considering the didactic-pedagogical approach by the Geography teacher and propose the use of the Geozine language as a methodological tool. The research will take place in the public schools of Juazeiro do Norte-CE. This is an ethnographic research in education based on André (1995) with participant observation, interview and documentary analysis. The ideas of Guatarri and Deleuze (2001) and Lefebvre (1991) on concept are presented; Corrêa (1990), Frémont (1980), Gomes (1995) and Souza (2013), in relation to the concept of region in Geography; Luckesi and Passos (1991) on the concept and its interface in school; Filizola (2009), Cano and Pereira (2012), discussing the concept of region in school geography; Apple (2000), on the curriculum; and Ponthuschka, Paganelli and Cacete (2007), related to the use of languages. The initial results point out that the methodologies of the teachers are concentrated from the didactic book of Geography without the use of didactic languages which generates the nonprojective interaction of the students. Geozine's language for combining diverse languages is presented as a way to teach the conceptual content of the region.

4
  • MAGNO ELIAS DE SOUZA GUIMARÃES
  • THE CONSTRUCTION AND APPLICATION OF A GAME BOARD FOR 6TH YEAR GEOGRAPHY LESSONS

  • Leader : ALESSANDRO DOZENA
  • MEMBRES DE LA BANQUE :
  • ADRIANO LIMA TROLEIS
  • ALESSANDRO DOZENA
  • JOSE ERIMAR DOS SANTOS
  • Data: 29 août 2018


  • Afficher le Résumé
  • The general objective of the work is create a board game to be used in the sixth grade classes, both public and private schools; that assists in the teaching of content and geographical approaches. The specific objectives are: To emphasize the importance of games for the learning of Geography, to understand the process of teaching Geography through games, and to report the use of games in Geography classes.

5
  • GILBERTO IVENS DE ARAÚJO TAVARES
  • THE USE OF THE BOARD GAME "DESVENDING THE RN" AS A TOOL  IN THE SIXTH YEAR OF FUNDAMENTAL SCHOOL

  • Leader : ALESSANDRO DOZENA
  • MEMBRES DE LA BANQUE :
  • ALESSANDRO DOZENA
  • EVANEIDE MARIA DE MELO
  • Pablo Sebastian Moreira Fernandez
  • Data: 30 août 2018


  • Afficher le Résumé
  • The present work aims at the production of a didactic material of assistance to the teachers of Geography. It is a board game, entitled "Desvending the RN" that aims to be a didactic resource to aid the teaching and learning processes of the sixth-grade students of Basic Education.

6
  • MABELY CARLOS DA SILVA CURVELO
  • The Teaching and the Geography Post-Graduation in Brazil: scene of the aproach to a topic

  • Leader : IONE RODRIGUES DINIZ MORAIS
  • MEMBRES DE LA BANQUE :
  • IONE RODRIGUES DINIZ MORAIS
  • EUGENIA MARIA DANTAS
  • EVANEIDE MARIA DE MELO
  • Data: 10 oct. 2018


  • Afficher le Résumé
  • This study was developed with the objective of analyzing the insertion of the theme of Geography Teaching in the scope of postgraduate studies in Brazil. From this perspective, the trajectory of the Brazilian post-graduation strict sense was delineated, precisely the postgraduate in Geography in the national context. The methodological procedures used were the bibliographical and documentary research, whose main sources were documents of CAPES and CNPq, university sites in addition to bibliographic productions. The results obtained indicate that the process of organizing and evaluating courses and programs developed by the development agencies contributed significantly to the expansion and consolidation of postgraduate programs in Geography in Brazil, as well as favoring the insertion of the teaching theme. For the development of this study the bibliography research allowed to verify the most discussed thematic fields of Geography, observing that this theme is directly linked to the field of scientific investigation. Through the data obtained, it can notice the growing concern with the Teaching of Geography. In this sense, the text presents a discussion that characterizes the Teaching of geographic science and its languages; in the sequence is made an exposition of the trajectory of the institutionalization of the postgraduate in geography establishing an association between the Teaching of Geography and the postgraduate.

7
  • ANDRESSA CARLA NÓBREGA DE AZEVEDO FARIA
  • The elaboration of paradidatic book as a methodological proposal for the teaching Urban Geography.

  • Leader : IONE RODRIGUES DINIZ MORAIS
  • MEMBRES DE LA BANQUE :
  • ALEXSANDRA FERNANDES DE QUEIROZ
  • IONE RODRIGUES DINIZ MORAIS
  • SANDRA KELLY DE ARAUJO
  • Data: 18 oct. 2018


  • Afficher le Résumé
  • The objective of this work is the elaboration of a paradidatic book that discourse about the Urban Geography of Timbaúba dos Batistas. Assuming that Geographic Education is based on knowing the local reality and being able to compare with other realities of different scales, we seek with this production to assign meaning to the knowledge of the place of origin of the students. The textbooks adopted in schools do not contextualize this reality, due to its scale of national coverage. The research developed  aimed  the production of a paradidatic book, directed to the 6th year of elementary school, which consists in a contribution to teaching about conceptual approaches on place and landscape. The book is organized in five chapters that include the socio-spatial formation, the urban configuration and the main cultural manifestations, the artistic figure of Elino Julião and a methodological proposal with suggestions and activities to be developed with the students. The writing process of this book consists of an effort to contribute to teaching in the perspective of Geographic Education and School Geography, that is, content that assumes importance and meaning for the student by dealing with the reality where their experiences occur, and also for the improvement of pedagogical practices.

8
  • MOISÉS GOMES ADVÍNCULA JÚNIOR
  • THE LANDSCAPE IN GEOGRAPHY EDUCATION: an analysis of the pedagogical practices of Geography teachers in the 6th year of elementary education in the city of São Paulo do Potengi / RN.

  • Leader : EUGENIA MARIA DANTAS
  • MEMBRES DE LA BANQUE :
  • EUGENIA MARIA DANTAS
  • EVANEIDE MARIA DE MELO
  • RAIMUNDO NONATO JUNIOR
  • Data: 29 nov. 2018


  • Afficher le Résumé

  • Geography has in the landscape one of its fundamental concepts. It is with the geographic landscape that the teacher can elaborate teaching strategies, to raise hypotheses from what is observed, to investigate situations within the context of the students' experiences, to reflect on problems and to seek solutions, to configure some possibilities to lead the assembly of planning and the execution of a curricular matrix. We can observe that the surroundings of the school, the street, the neighborhood or even the city itself can constitute fields of experimentation for the teaching of geography and the exploration of the concept of landscape. Considering these observations, the research project has as general objective to analyze the teaching of the concept of landscape in the teaching of Geography, considering the perspective of the place of living of the students in the 6th year of elementary education, in public schools of the municipality of São Paulo do Potengi / RN. The problem that guides our theme and which will guide our study is linked to the need to know how teachers work the landscape concept in the 6th year of elementary school, specifically the landscapes of the places where students live. The research on teachers 'pedagogical practices regarding landscape teaching in the perspective of students' place of living in the teaching of Geography proposed in this research constitutes an important contribution to the debate and to teaching. The approach of the concept of landscape in the construction of the teaching and learning of Geography is fundamental to the objectivity of the Geography class and represents a theme / problem that requires new understandings and propositions.

9
  • FRANCISCO DAS CHAGAS NASCIMENTO FERREIRA
  • THE NATIONAL PROGRAM OF THE DIDACTIC BOOK AND THE TEACHING OF GEOGRAPHY IN THE PUBLIC NETWORK OF PARNAMIRIM - RN

  • Leader : CELSO DONIZETE LOCATEL
  • MEMBRES DE LA BANQUE :
  • ADRIANO LIMA TROLEIS
  • CELSO DONIZETE LOCATEL
  • EVANEIDE MARIA DE MELO
  • Data: 12 déc. 2018


  • Afficher le Résumé
  • Este trabalho versa sobre o Programa Nacional do Livro Didático (PNLD) e o mercado do livro didático no Brasil, trazendo reflexões sobre a importância do PNLD e sua inserção na Política Nacional de Educação, suas bases pretéritas, o mercado editorial e os sujeitos envolvidos no processo de escolha do livro didático. Além desse aspecto, buscou-se evidenciar a influência do PNLD no ensino de Geografia na rede pública do município de Parnamirim (RN). Nessa perspectiva surge a seguinte questão: como o processo de escolha do livro didático é influenciado pelo mercado editorial e como ele afeta o ensino da rede básica de Parnamirim (RN)? O objetivo geral consiste em analisar o processo de escolha do livro didático na rede básica de Parnamirim (RN) e investigar a influência desse recurso sobre o ensino de Geografia no município.  O desenvolvimento do projeto esteve apoiado na pesquisa documental e bibliográfica, além da pesquisa empírica, com levantamento de informações nas escolas e aplicação de entrevistas com os docentes e discentes. Sobre o livro didático e o processo de escolha do mesmonos aportamos nas ideias de Maciel (2016), Lajoro (1996), Schäffer (2003), Bittencourt (1993), Choppin (2004), Vasconcelos e Souto (2003), Sposito (2006), Wille e Braga (2010), Val (2004),Razzini (2010), Santos (2006), Santos (2016), Romanatto (2009), Silva (1992). Para a compreensão do mercado do livro didático usamos como referência Cassiano (2004, 2005 e 2007), Warde (2011), Silva (2012), Munakata (2012 e 2016), Mello (2012), Marx (1971 e 1968). Sobre o ensino utilizamos autores como Ponthuschka, Paganelli e Cacete (2007), Libâneo (1991,1994 e 2012), Nuñez, Ramalho, Silva e Campos, (2009). Para falar sobre ensino e LD, usamos Cavalcanti (2010),Pires (2009), Pina (2009). Os resultados da pesquisa apontam alguns problemas no que se refere ao processo de escolha do livro didático na rede básica pública de Parnamirim (RN), já que constatamos que o mesmo sofre forte influência do mercado editorial, uma vez que, a prática de escolha é mediada pelos representantes das grandes editoras, condições que afetam diretamente, o processo de ensino e aprendizagem, uma vez que, as práticas de planejamentos dos professores, limitam-se em gerais, ao uso dos capítulos do LD adotado, tornando o ensino ainda mais enciclopédico, conteudista. Ademias, ficou constato por parte dos alunos algumas falhas conceituais, linguísticas nos LDs, que também afetam o ensino, por dificultarem o entendimento, assim, cabendo reflexões sobre todos esses pontos.

10
  • JEMIMA SILVESTRE DA SILVA
  • GEOGRAPHY LEARNING AND EXPERIENCE WITH THE METHODOLOGY OF DIGITAL BOOK PRODUCTION: is it with a click that turns the page?

  • Leader : JEANE MEDEIROS SILVA
  • MEMBRES DE LA BANQUE :
  • EVANEIDE MARIA DE MELO
  • IONE RODRIGUES DINIZ MORAIS
  • JEANE MEDEIROS SILVA
  • Data: 17 déc. 2018


  • Afficher le Résumé
  • The current Geography teaching induces the teacher to practice making knowledge near to the student. Its practices propose a learning that makes the students protagonists, and that values the individual knowledge and talents, as well as the development of citizenship. The present research belongs to this perspective, and it was propose to improve the teaching practice through a methodology for digital book production in the teaching of Geography, focusing on meaningful and collaborative learning. In order to do so, this research aimed to produce a pedagogical material for high school teachers, which contains a methodological proposal for the production of a digital book for the teaching of Geography and, in addition, applies them in experience to evaluate their contributions in the teaching process -Geography learning at a local school. We focus on the learning of geographic content, especially the city, in an interdisciplinary proposal that uses the Information and Communication Technologies, as well as reading and writing for the development of the skills and abilities required of young people today, according to the Curricular Parameters National Geography (1998). These include a broad understanding of reality, mastery of basic categories, concepts and procedures, and explanations of geographic knowledge about student and global reality. The research was carry out with the high school students of the State School Rui Barbosa, located in the city of Tibau / Rio grande do Norte (Brazil). The methodology was develop in three stages: bibliographic review and planning of actions; actions developed with students for the production of the digital book; analysis of the methodology of digital book production in Geography teaching. Throughout the development and application of the methodology, we realized that the production of digital books could contribute positively to the teaching of Geography in the context researched since the method prioritizes the protagonism of the student, value their knowledge and to them adds new geographic knowledge, perfects skills and, above all, makes learning meaningful.

11
  • JOSÉ ALVES CALADO NETO
  • SCHOOL CARTOGRAPH AND DIDACTIC SEQUENCE: a methodological proposal for the final years of elementary school
  • Leader : JEANE MEDEIROS SILVA
  • MEMBRES DE LA BANQUE :
  • EVANEIDE MARIA DE MELO
  • IONE RODRIGUES DINIZ MORAIS
  • JEANE MEDEIROS SILVA
  • Data: 18 déc. 2018


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  • The cartographic knowledge has a close relation with the teaching and learning process of Geography, as specific content or still as methodological resources. In this research, and considering the importance of Cartography for Geography, we focus this work on the examination of cartographic knowledge present in basic education, especially in the Geography discipline, taught in classes of elementary school, final years. Theoretically, questions related to Geocartography and to the initial teacher training in full degree courses in Geography were discuss. We considered aspects of this formation and its reflexes in the teaching practice on the schools, basing the research problem on the difficulties of training and pedagogical performance to the cartographic teaching and by extension problematizing the teaching of Geography from these difficulties. We combine the theoretical contributions with field investigations, considering our empirical cut (elementary school, final years, offered in the city of Pombal – PB, Brazil), listening and analyzing the experience of teachers involved in this teaching process. Therefore, the purpose of this work was to investigate the cartographic knowledge related to the teaching of School Geography. In this sense, we developed an analysis of the cartographic formation of the Geography teacher, observing how his teaching practice is in relation to School Cartography, identifying possible difficulties or potentialities in the work with this theme. Finally, we proposed to develop a theoretical-methodological approach based on the elaboration of didactic sequences, aiming to offer a guiding element applied in the classroom by teachers who teach the discipline of Geography in the final years of elementary school, focusing approach to cartographic knowledge.

12
  • AURINÉIA CÂNDIDA DOS SANTOS
  • Teacher Training in Distance Modality: itineraries of the undergraduate degree in geography at UFRN

     

  • Leader : IONE RODRIGUES DINIZ MORAIS
  • MEMBRES DE LA BANQUE :
  • EUGENIA MARIA DANTAS
  • EVANEIDE MARIA DE MELO
  • IONE RODRIGUES DINIZ MORAIS
  • Data: 18 déc. 2018


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  • The approaches on the subject of teacher education through the EaD become relevant today, in view of the social barriers to acceptability that still exist, mainly due to the superficial knowledge of the subject matter. This work was produced with the objective of analyzing the process of teacher training in the distance modality at UFRN, emphasizing the Degree in Geography, for this, the study outlined the trajectory of teacher training in EaD in the national context and in the UFRN. The methodology used in this research covered two technical procedures: documentary research and bibliographical research and the data were analyzed in a qualitauantitative perspective. The temporal cut of the research at UFRN covered the period from 2007 to 2017, which marks, respectively, the years of entry of the first and last students in the degree course in distance geography. From the results obtained from the research, it can be seen that, although it has made great progress in structuring the offer of undergraduate courses in distance geography, through the creation of SEDIS among other important activities adopted by the university, UFRN still needs to correct specific problems that are not exclusive to it but affect the effectiveness of student training, such as: high dropout rates and insufficient enrollment.

2017
Thèses
1
  • IZABEL CRISTINA DA SILVA
  • PARADIDACTIC BOOK: AN OPEN DOOR TO THE GEOGRAPHY TEACHING

  • Leader : GLEYDSON PINHEIRO ALBANO
  • MEMBRES DE LA BANQUE :
  • GLEYDSON PINHEIRO ALBANO
  • JEANE MEDEIROS SILVA
  • MARCO TULIO MENDONCA DINIZ
  • MARIA ADAILZA MARTINS DE ALBUQUERQUE
  • Data: 18 mai 2017


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  • This paperwork intends to present the drafting and creation of the supplementary book O Castigo Veio a Cavalo, an educational material that allows Geography teachers to work on matters such as place and scenery throughout a local point of view. Therefore, the main assumption is that both reading and writing are fundamental to the teaching-learning process. It is also imperative that we take in consideration the student’s life experiences. It is worth highlighting that supplementary books are rarely used tools by Geography lecturers. Although they are aware of such existence and its capabilities in the scholar context, they are yet not certain of how to insert them inside classroom walls. Hence, because of the difficulties shown by both lecturers and students of the 6th grade Elementary School, this book. In this work, the main character Beli tells her adventure along with her friends, Léo and Tajuba, across the Seridó Potiguar region. In their journey, the readers are going to learn about the socio-economic and cultural aspects of the area. This will make easier for the teachers to work on Geography’s most important subjects and concepts with their 6th grade students. In the elaboration, it was also took in consideration what students consider the most appealing aspects of a book. The storyline presents a methodological proposal for teaching, but it’s necessary to highlight that such a proposal is not mandatory.  The best strategy in apprenticeship is the one who leads the students towards learning, and the teacher, who knows his students better, is the one who should choose it. Finally, we hope that this book plays a role on the teaching-learning process and stimulate the lectures to use it as a didactic tool.

2
  • JANE CLAUDIA CABRAL BRAGELONE
  • SCHOOL GEOGRAPHY: PRACTICES OF CONCEPTS TEACHING, PROCEDURES AND ATTITUDES

  • Leader : ALESSANDRO DOZENA
  • MEMBRES DE LA BANQUE :
  • ALESSANDRO DOZENA
  • Pablo Sebastian Moreira Fernandez
  • EVANEIDE MARIA DE MELO
  • Data: 13 juin 2017


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  • The objective of this work is to investigate how the teaching of concepts, procedures and attitudes is present in the classes of Geography, approaching the theoretical constructions on the subject to the experiences of some teachers, who work in the state public schools of Natal (RN), in order to develop methodological proposals of teaching from this interaction. We assume that the teaching of conceptual, procedural and attitudinal contents is a possibility that gives conditions for the formation of competent students, in keeping with the demands of the present society, with the objectives of the national education and the teaching of Geography present in the official documents. For the development of this proposal, the empirical research was carried out in state schools of Natal (RN), through the collection of data with the management team of these schools and teachers of Geography of Elementary School. Among these teachers, some were accompanied during their practices in the classroom, in the search to find in their experiences possibilities for the question of how to teach these contents. In this sense, the text presents a brief diagnosis, which characterizes the teaching of Geography carried out in some state public schools of Natal (RN). In the sequence we share the experiences of the teachers' practice and their methodological strategies that are related to the teaching of conceptual, procedural and attitudinal contents. Finally, we systematized some methodological proposals, re-elaborated based on the classes that were observed.

3
  • DESIDÉRIO GARCIA SANTOS
  • Production of the Paradidactic Book ""Large reservoirs of Seridó Potiguar""

  • Leader : MARCO TULIO MENDONCA DINIZ
  • MEMBRES DE LA BANQUE :
  • MARCO TULIO MENDONCA DINIZ
  • DIOGENES FELIX DA SILVA COSTA
  • GLAIRTON CARDOSO ROCHA
  • Data: 21 juin 2017


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  • This study was engaged in the production of the paradidactic book entitled "Large reservoirs of Seridó Potiguar". The general objective was to elaborate a textual material (paradidactic book), aimed at the students of geography of Elementary School II and High School, about the large artificial reservoirs of Seridó Potiguar and the municipality of Jucurutu, addressing its importance within the scope of Geography. The specific objectives were: to prepare a historical synthesis of the construction of the largest reservoirs of Seridó Potiguar; to describe the main socio-environmental characteristics of Seridó Potiguar, relating them to the construction of artificial reservoirs in this region, and to characterize the largest artificial reservoirs and their uses. The book is structured with an introduction and five chapters, one for each reservoir studied. The introduction discusses the geographical characteristics of Seridó Potiguar; the first chapter is about the Itans weir; the second chapter about the Gargalheiras; the third on the Santo Antônio (Sabugi); the fourth about the Dam Boqueirão from Parelhas and the fifth about the Oiticica Dam, which is under construction. In the writing of these chapters, a language more accessible to the target public (students of Elementary School II and High School) was sought, technical and academic languages of books, reports, dissertations and other texts were transformed into a didactic language and adapted to the school level to that this material is destined. The current reality of the Brazilian semi-arid region, specifically of the Seridó norte-rio-grandense, In the context of crisis in the water supply due to the drought that ravages this space in the years 2012 to 2017,e vidences the importance that the theme Water Resources (Large Reservoirs) takes on in the students' experiences, directly affecting their daily lives. Thus, the book brings the students closer to this geographic content lived day by day, as well as contributes to geographic science and to the development of geography teaching in the state of Rio Grande do Norte.

4
  • FRANCISCO CLÉSIO MEDEIROS DANTAS DE ARAÚJO
  • Geography Teaching; Paradidático material; Semiarid littoral; Economy of the RN; sea salt.

  • Leader : DIOGENES FELIX DA SILVA COSTA
  • MEMBRES DE LA BANQUE :
  • DIOGENES FELIX DA SILVA COSTA
  • MARCO TULIO MENDONCA DINIZ
  • GLAIRTON CARDOSO ROCHA
  • Data: 21 juin 2017


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  • This work proposes to contextualize the production of sea salt with themes related to the teaching of geography in high schools located on the northern coast of the state of Rio Grande do Norte, where the municipalities with the largest salt production in Brazil are located. This proposal was made through a didactic-pedagogical instrumentation textual, with the elaboration of a paradidático book, explaining the natural and human subjects in an interdisciplinary and transversal way. The research was based on empirical observations in relation to the saline industry that involves several contents worked in the Geography component that could be worked by teachers of basic education. Firstly, meetings were held with the pedagogical coordination (board, coordinator and teachers), followed by the elaboration of the didactic-textual material (proposed educational product), which was based on a constructive process and dialogued along 04 (four) workshops Pedagogical with the students. In these workshops, content related directly to the proposed theme was discussed, such as the historical, environmental, economic and cultural importance of the salinas of the region. Finishing with a field lesson in Salina Unidos (Macau-RN). The interventions carried out at the school confirmed the underutilization of the subject in the Geography class, allowing a wide discussion about its insertion in the school curriculum. It was verified that through the theme chosen for this work, the various categories of spatial analysis can be studied in a way that there is an interaction and transversality between the students' previous knowledge, based on their place of living, with the main events, phenomena and transformations of the Geographic Space at the regional, national and global scales, within the contents, skills and competences expected for the formation of the students.

5
  • ADYNAMOR LUCENA DE MEDEIROS
  • ENVIRONMENTAL EDUCATION IN UPPER GRADE ELEMENTARY SCHOOL GEOGRAPHY CLASSES

  • Leader : SANDRA KELLY DE ARAUJO
  • MEMBRES DE LA BANQUE :
  • JEANE MEDEIROS SILVA
  • MARIA REILTA DANTAS CIRINO
  • SANDRA KELLY DE ARAUJO
  • Data: 29 juin 2017


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  • The present study aims to analyze the contribution that geography teaching has on promoting environmental education. To this end, we investigate the knowledge and practices of geography teachers of the final years of Elementary School, in Caíco, Rio Grande do Norte. We are motivated by the conviction that geography teaching needs to keep abreast with the theoretical and methodological advances in Brazilian education, faced with the challenge of building knowledge that favors the students’ education, so that significant improvements in the teaching/learning process are fomented. The necessary areas of knowledge were identified, based on this perspective of revealing new ways for achieving a more critical and reflexive approach to geography teaching, aiming to promote environmental education. Of these, we highlight the following: the quotidian context; an interdisciplinary approach; and local/global participation and relations.  In the context of the study carried out, we propose that the new model for the organization of the curriculum should include a dimension that incorporates provocative themes for teaching geography, to discuss, in depth, ethics and solidarity, performing more sensitive and creative acts in our relation to the environment. The methodological approach to this research is characterized as qualitative in nature, carried out in semi-structured interviews with 20 geography teachers, in schools that include the final years of Elementary school, in the State and City public schools, specifically, in the city of Caicó-RN. The data analyzed reveals that a significant number of teachers recognize the need to incorporate theories and methods of geography teaching to promote environmental education, but we verified that the majority of the teachers do not, as exemplified in the lack of an interdisciplinary practice, as well as, in their utterances which are very tenuous about the students’ participation in suggesting themes about the environment, which still maintain a strong link with the content presented in the textbooks, with regard to quotidian issues and local/global relations, establishing a type of teaching that lacks significance for and engagement with the students. 

6
  • JOÃO PAULO LUCENA DE MEDEIROS
  • The audiovisual language as methodology for the teaching of School Geography: the urban daily life through students' lenses

  • Leader : JEANE MEDEIROS SILVA
  • MEMBRES DE LA BANQUE :
  • JEANE MEDEIROS SILVA
  • MARIA REILTA DANTAS CIRINO
  • RAIMUNDO NONATO JUNIOR
  • Data: 31 juil. 2017


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  • Resumo em Português, Inglês:

    RESUMO

    A linguagem audiovisual sugere formas de conceber e lidar com o espaço geográfico. É recorrente o uso dessa representação pelo professor de Geografia, para “apresentar” aos alunos os vários eventos espaciais e, particularmente, aqueles ocorridos na cidade, apoiando, assim, seu discurso durante uma aula. Pela compreensão da sua produção, pode-se refletir sobre o audiovisual e como esta representação pode ser usada em sala de aula sem que sirva apenas como ilustração dos conteúdos e conceitos trabalhados. Neste contexto, esta pesquisa objetivou compreender a produção da linguagem audiovisual como procedimento metodológico para o ensino de cidade na Geografia escolar. O estudo foi realizado a partir da proposição de um projeto denominado DOCGEO, desenvolvido em uma oficina pedagógica com alunos do 2º ano do Ensino Médio do Centro Educacional José Augusto (CEJA) – escola pública estadual da cidade de Caicó/RN. Nesta oficina, dividida em 10 encontros, propôs-se a produção de minidocumentários – obras audiovisuais do cinema, mas também dos cineastas amadores que se interessam em registrar em som e imagem práticas sociais do/no espaço. Metodologicamente, para a coleta e análise de dados, utilizou-se a abordagem qualitativa, por meio de pesquisa bibliográfica e documental, observação participante, notas de campo, diários de bordo, registro de fotos, áudio, vídeo e a análise dos três filmes criados pelos discentes: Caicó: cidade do medo; Uma ilha em Caicó; e Caicó: a cidade que clama por água. A estratégia de ensino se revelou como um caminho possível para os educandos realizarem a leitura crítica do “texto” audiovisual, problematizando as representações locais do espaço urbano e suas paisagens construídas por meio de técnicas específicas. A experiência realizada envolveu os alunos em situações de aprendizagem possibilitando o protagonismo juvenil, a motivação, a criatividade, a criticidade e a construção do conhecimento visando práticas cidadãs. Pensar em métodos de ensino que objetivem a alfabetização audiovisual na Geografia é inovar a prática docente sensibilizando o alunado sobre os modos de ouvir/olhar, pensar e viver o cotidiano urbano.

     

     

    ABSTRACT

     

    Audiovisual language suggests ways of conceive and study the geographic space. The use of this representation by the Geography teacher is recurrent, in order to "introduce" the students to the various spatial events, and particularly those occurring in the city, thus supporting their discourse during a lesson. By understanding their production, we can reflect on the audiovisual and how this representation can be used in the classroom without serving only as a contents and concepts illustration. This research aimed to understand the audiovisual language production as a methodological procedure for teaching the city in school geography. The study was based on the proposal of a project called DOCGEO, developed in a pedagogical workshop with students of the High School 2nd year at Centro Educacional José Augusto Educational Center (CEJA) - state public school in the city of Caicó (Brazil). In this workshop, divided into 10 meetings, it was proposed to students produce mini-documentaries - audiovisual works of the cinema, but also amateur filmmakers who are interested in recording sound and image social practices in space. Methodologically, for the collection and analysis of data, we used the qualitative approach, through bibliographical and documentary research, participant observation, field notes, logbooks, photo registration, audio, video and analysis of the three films created by the students: Caicó: city of fear; An island in Caicó and Caicó: the city that cries for water. The teaching strategy proved to be a possible way for the students to critically read the audiovisual "text", problematizing the local representations of the urban space and its landscapes constructed through specific techniques. The experience involved the students in learning situations and enabling youth protagonism, motivation, creativity, criticality and the knowledge construction aimed at citizen practices. To think of teaching methods that aim at audiovisual literacy in Geography is to innovate the teaching practice by sensitizing the student about the ways of listening/looking, thinking and living the city everyday.

7
  • LUCIANO DA SILVA REIS
  • THE VIDEOGRAPHIC PRODUCTION AS A METHODOLOGY FOR THE EDUCATION OF GEOGRAPHY: ADDRESSING THE CONCEPT OF PLACE
     
     
     
  • Leader : IONE RODRIGUES DINIZ MORAIS
  • MEMBRES DE LA BANQUE :
  • IONE RODRIGUES DINIZ MORAIS
  • ADRIANO LIMA TROLEIS
  • CELIA MARIA DE ARAUJO
  • RAIMUNDO LENILDE DE ARAUJO
  • VALDENILDO PEDRO DA SILVA
  • Data: 22 nov. 2017


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  • The development of Information and Communication Technologies (ICT) has characterized society since the last two decades of the twentieth century and has influenced in several areas, among them Education. Within this context, there are several transformation scenarios that affect the teaching and learning process, impacting on the teacher, the student, resources and didactic materials, teaching methodology, among others. Inserted in this scenario is the Teaching of Geography, which has instigated studies in several perspectives, among them, teaching methodologies. Based on these assumptions, a research was developed on the topic videographic production as a methodology for teaching Geography, with the perception of the places of the students in the school space and the teaching of the concept of place as focus of the approach. The general objective of the work is to understand the process of videographic production on the place, in the scope of the Geography of Elementary School II, and as specific objectives: to identify the students' perceptions about the reality found in the places of existence in the school, and to explain the mediation didactics in the videographic production on the place from the student's perception / experience in the school space and the didactic-pedagogical organization of the teacher. Methodologically, a bibliographical research was carried out in works that deal with the concept of place and how it is treated in Geography Teaching; the textbook and its implications for learning and teaching regarding the concept of place; and videographic production as strategy or methodological resource that is added to those usually used as the textbook.An exploratory research was carried out to analyze how the approaches to the concept of place in the textbooks of Geography for Elementary School II are presented. The qualitative method was used based on a form specifically prepared with polls that aimed to verify how the concept of place permeates the contents and resources of these textbooks. Field research was carried out through participant observation and interviews with the students of the Municipal School Professora Jacira Medeiros de Souza Silva Lima. The videographic production carried out by the students with the didactic mediation of the teacher, took place from the following stages: planning, in which the methodological path and the schedule of videographic production were defined, as well as the choice of students who were part of the video production team ; pre-production, in which this researcher professor acted as mediator of the proper orientations and preparation of the students and the script of the video within the proposed theme; production of images, audios and videos required to comply with the script; and post-production, aimed at editing the video. Throughout the phases of construction of the product (video) of this research with the students, the teacher mediation provided new possibilities for the didactic-pedagogical choices for teaching the concept of place; and it was essential to approximate this concept to students' perceptions about the places of their experiences in school. It was verified that the application of the audiovisual language to the Teaching of Geography allows a more intense involvement between geographic concepts and the lived reality; besides the potential of the imagination and the critical reflection in the students, which will lead to a better understanding of the contents of the discipline arranged in the textbooks.

8
  • ELISABETH CRISTINA DANTAS DE ARAÚJO
  • THE CONSTRUCTION OF THE GAME "EXPLORING THE LANDSCAPE": CONTRIBUTIONS FOR THE TEACHING OF GEOGRAPHY.

  • Leader : ADRIANO LIMA TROLEIS
  • MEMBRES DE LA BANQUE :
  • ADRIANO LIMA TROLEIS
  • CYNARA TEIXEIRA RIBEIRO
  • IONE RODRIGUES DINIZ MORAIS
  • LENILTON FRANCISCO DE ASSIS
  • LIGIA BEATRIZ GOULART
  • Data: 23 nov. 2017


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  • The present study aims to create the game entitled "Exploring the Landscape", and its contributions to the teaching of geography. The proposal is a result of the teaching practices developed in 6th grade classes of elementary school II, and constitutes an innovative didactic resource in the teaching and learning process of geographic science. The theoretical assumptions surrounding the construction of this study and of the game are based on authors discussing the cartographic literacy process, the concept of landscape and its transformations over time, as well as using discussions about the theory of Significant Learning, theory of Multiple Intelligences, and the studies on the importance of the use of games as important didactic resources in the teaching of geography. Regarding the methodological procedures, the study and the game were preceded by bibliographical research, observations of geography classes in two classes of the 6th grade of Elementary School of a state public school in the city of Natal / RN, as well as by the application of diagnostic questionnaires for the student audience, who guided the creative process of the resource. Thus, we believe that the game can serve as an important learning tool for teaching geographic science, assisting teachers and students in their conceptual constructions and developing their skills in interpreting the various everyday phenomena. In the same way, we hope that the game can be used by teachers of different levels of education, bringing contributions to the formation of geographic reasoning.

9
  • ROBERTO JOSÉ DE OLIVEIRA JUNIOR
  • THE HIGH SCHOOL NATIONAL EXAM (ENEM) AND ITS REPERCUSSION IN THE EVALUATION OF GEOGRAPHY LEARNING PROCESS

  • Leader : CELSO DONIZETE LOCATEL
  • MEMBRES DE LA BANQUE :
  • CELSO DONIZETE LOCATEL
  • LENILTON FRANCISCO DE ASSIS
  • RAIMUNDO NONATO JUNIOR
  • Data: 24 nov. 2017


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  • Thinking about evaluation in Geography teaching is also thinking about teaching and its socio-educational contexts, which includes school culture and space, the time and those who are involved in this process. Considering the studies regarding to teaching practice and learning evaluation, this work aims to analyze the influence of the High School National Exam (ENEM) in the procedures of evaluation used by Geography teachers in senior high school classes in public schools of Natal, RN. Therefore, this work is theoretically based on authors who are at the interface between Geography, Teaching and Education, such as Santos (2006), Morin (2014), Cavalcanti (1998), Vesentini (2009/2013), Tardif (2002), Zabala (1998), Luckesi (2011) e Libâneo (2013). The study was developed from an exploratory survey conducted in five public schools of Natal, with the participation of 5 Geography teachers and 218 senior high school students. Methodologically, data collection was carried out in microdata of Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) and, for the purpose of defining empirical cut-off, it was used the probabilistic sampling technique for choosing the schools. Qualitative approach was used for the collection and processing of data, obtained through participant observation, field diary, questionnaires for the students, semi-structured interviews with the Geography teachers involved, collection and document analysis. The contact with school and the results obtained showed that, based on the guidelines proposed by the New ENEM, it is possible to think about evaluation procedures and strategies more contextualized with the reality lived in public schools. However, there were considerable challenges when we relate the proposal of the evaluation recommended by the New ENEM to the existent records in the participant public schools, as well as in the reports presented by the students and teachers of these institutions. Thus, pedagogical and research actions, which seek to investigate the processes of evaluation in the teaching and learning of Geography, are fundamental, for they contribute to critical thinking and lead / sensitize to a more meaningful formative process of Geographical knowledge construction in Basic Education schools.

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