Banca de QUALIFICAÇÃO: BUENA BRUNA ARAUJO MACÊDO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : BUENA BRUNA ARAUJO MACÊDO
DATE: 13/08/2021
TIME: 14:00
LOCAL: Google Meet
TITLE:

DRAWING PLACES IN THE GEOGRAPHY OF THE BEGINNING YEARS OF FUNDAMENTAL EDUCATION: Proposal of a didactic sequence in pandemic times

KEY WORDS:

Education, Geography, Place, Drawing

PAGES: 75
BIG AREA: Ciências Humanas
AREA: Geografia
SUMMARY:

This research aims to carry out a theoretical study about children's drawing, as well as to understand in which ways this language can participate in the process of teaching and learning the geographic concept of place, in the early years of elementary school. In addition to this general objective, three specific objectives were established: to carry out a theoretical study on the concept of place and its reverberation in Geography teaching; to understand the potential of the language of drawing for the early years of elementary school; and to present a proposal for a didactic sequence that dialogues between the concept of place and the language of drawing in order to guide teachers in their future work in the classroom. In view of the above, the methodology used in the research is anchored in the qualitative approach in education and in exploratory research, as referenced by Minayo (2009). Among the sources used are the bibliographic and documental analysis, based on Gil (2002), the application of an online questionnaire to teachers who work in the early years of elementary education based on Flick (2009), and, finally, the proposition of a didactic sequence based on Zabala (1998) and Callai (2011). The theoretical framework in the context of geographical thought, highlights the place from Dardel (2011) and Tuan (1983); regarding the children's drawing are explained the studies of Luquet (1969), Mèredieu (2006), Piaget (1975), Piaget and Inhelder (1994) and Vygotsky (2009, 1991) and regarding the drawing as a language for the teaching of Geography are taken for analysis the studies of Pontuschka; Paganelli; Cacete (2007), Almeida (2011), Passini (1994), Almeida and Passini (1994), Miranda (2005), Oliveira Jr (1994), Oliveira Jr and Girardi (2011), Theves (2019 and 2017) and Santos (2019), which assist in the movement of validating 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), directed us to the elaboration of a proposal of didactic sequence, thought to be developed by teachers of the 1st and 2nd year of Elementary School, and that proposes to study the places of students' experiences mediated by the language of drawing.

BANKING MEMBERS:
Presidente - 1810361 - PABLO SEBASTIAN MOREIRA FERNANDEZ
Externa à Instituição - DENISE WILDNER THEVES - UFRGS
Externa à Instituição - MARIA REILTA DANTAS CIRINO - UERN