Navegando por Palavras-chave "Geography Teaching"

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    Categorias Do Raciocínio Geográfico E Níveis De Conhecimento: O Uso De Indicadores De Alfabetização Geográfica (Iag) No Ensino Médio
    (Universidade Federal de São Paulo (UNIFESP), 2018-08-20) Rodrigues, Pamella Bianca [UNIFESP]; Moraes, Jerusa Vilhena De [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The Present Research Discus The Role Of Geographical Literacy In The Development Of Geographic Reasoning. By Means Of The Comprehension Of The Geographic Literacy Levels Of The Students Of The Second Grade Of A Municipal High School In Santana De Parnaiba, State Of São Paulo. To Guide Our Observation, We Constructed Geographic Literacy Indicators (Gli), Which Are Composed By The Categories Of Geographic Reasoning And The Levels Of Geographic Knowledge. The Formulated Of The Indicators Was Based On Brazilian Studies On Geography Teaching: Castellar (2005, 2010a, 2010b And 2011); Callai (1999, 2005a, 2005b, 2010, 2011 And 2015); Cavalcanti (2005, 2010a, 2010b, 2011, 2012a And 2012b), Moraes (2010, 2012 And 2013) And Souza (2016), And Also On International Studies That Developed Methodologies To Verify The Levels Of Geographic Literacy: National Geographic (2002); Bascom (2011) And Dikmenli (2014 And 2015). The Students' Geographical Literacy Levels Were Observed Through Their Written Arguments In A Learning Sit
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    O interesse e a observação no processo de alfabetização científica em Geografia
    (Universidade Federal de São Paulo (UNIFESP), 2020-11-30) Vieira, Naiara Anhasco Sotano [UNIFESP]; Moraes, Jerusa Vilhena De [UNIFESP]; Universidade Federal de São Paulo
    In this research we investigate the potentialities of the notion of interest (DEWEY, 1971; 1979) and analytical observation (DEWEY, 1979) in the process of scientific literacy in Geography. Therefore, in the construction of the learning proposal we chose the concept of landscape and the categories of analysis of the geographical space presented by Milton Santos (2014a; 2014b; 2014c). We propose a didactic sequence aiming to identify and analyze the students' interests; identify previous knowledge about the concept of the landscape; perceive the development of broad observation for analytical observation; and identify possible signs of scientific literacy in Geography. Both in the proposal for the construction of the didactic sequence and the analysis of the data, our references were Gomes (2013, 2017), Santos (2014a, 2014b, 2014c) and Dewey (1971, 1979). The research was carried out with sixth-year students, in a private school in São Paulo and, to carry it out, we made use of action research with an emphasis on cooperative action research (TRIPP, 2005). We suggested raising hypotheses about the concept of landscape through the realization of drawings and texts, initially with the use of broad observation. We suggested activities to direct the eye towards a new realization of drawings and production of texts. The data were collected through analysis and categorization of the drawings and a qualitative comparison of the texts. We identified that considering the notion of interest of the students was important in the class organization; to realize the use of imagination and memory in the construction of thought, and to identify the previous knowledge. After the application of the classes prepared to direct the eye through geographical categories, some students started to use observation in a more analytical way looking in the landscape, data that could provide a basis for the reasoning they were building. Thus, they stopped using observation only for contemplation and could use it more scientifically, with a geographical eye.
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    Prática Argumentativa No Ensino De Geografia: Um Estudo A Partir Do Conceito De Território
    (Universidade Federal de São Paulo (UNIFESP), 2017-07-06) Carli, Eden Correia [UNIFESP]; Moraes, Jerusa Vilhena De [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This dissertation aims to investigate “which are” and “how are” developed the scientific arguments constructed by the students of the final years of elementary school (9th grade) of three public schools in the city of São Paulo. With a view to formation of citizens scientically literate, we propose in this dissertation the indentification of the scientific arguments developed by the students, in the context of learning about the concept of territory, analyzing them in the light of geographic science and thus relating the arguments to the role that the Geography can have in the construction of a citizen practice on the part of the students. A test kind of knowledge questionnaire was used as a data collection research tool. The discussions that involve this investigation, analyze the quality of the students' argument in the contact with the scientific theory presented (according as Lima, 2008; Duschl, 2007) and the quality assessment of the arguments developed by students when qualified following a standart of: data usage (D); Warranty (W) for definition conclusion (C) and the ability to rebuttal (R), through the refinement of the categories of Toulmin's argument pattern (2001), according to Sasseron (2008) Erduran & Jiménez-Alexandre (2007). They are also concerns to this research contextualize the analysis of the role of morality and ethics in the decision making contained in the arguments collected, according to Zeidler & Sadler (2007) and Kolstø & Ratcliffe (2007). The variety of analyzes proposed demonstrates a range of obstacles to the students' learning in contact with the scientific discourse offered by the activity, among them we highlight the difficulties of working with scientific evidence. The study of the statement used by the students in defending their justifications revealed the importance of classroom research and practices in socio-scientific technical discussions as a means of engaging the student and promoting a critical reflection related to the construction of contents, evidence, implications and consequences of scientific knowledge. The results demonstrate the potential of the field of scientific argumentation in providing new steps for research and classroom practice in the discipline of Geography.
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    O professor bilíngue e o intérprete em Libras no ensino de Geografia
    (Universidade Federal de São Paulo (UNIFESP), 2020-09-28) Alves, Ivo Dias [UNIFESP]; Covic, Amalia Neide [UNIFESP]; Universidade Federal de São Paulo
    This research is part of challenging instances for the teaching of Geography, for this it was developed based on two distinct contexts: on the one hand, a regular school with an inclusive perspective, in which deaf students and listeners are inserted in the same classroom and class, with the mediation of a Brazilian Sign Language interpreter (Libras) for the translation and interpretation of classes; on the other, a bilingual school for the deaf, in which the teacher teaches in Libras. To this end, we proposed, as general objective to investigate how geography teaching has been developed in two schools in which there are deaf students enrolled: a Municipal School of Bilingual Education (EMEBS) and a State School of Inclusive Perspective (EERI). As Specific objectives we proposed to understand how the relationship of teachers (listeners) and interpreters of Libras with students (deaf) in the teaching of Geography takes place; know what materials, practices and didactics are used by teachers in teaching Geography to deaf students; understand the importance of teaching Libras in geography degrees. Although this work reinforces that the mastery of Libras and the content taught in geography classes are essential for knowledge about human space and its forms of transformation and occupation, we observe, among other final considerations, that, on the one hand, in the EERI, the deaf student is encouraged to read and interpret as a listener, even having an interpreter in the room. Thus, the presence of the interpreter is inefficient, since those involved are not in a visual environment. In EMEBS, on the other hand, the speech and activities presented by the collaborator reinforce that teaching is not only in the set of activities, but also in the visual form, which is suitable for the spatial and geographical formation of deaf students.
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    O trabalho de campo no ensino de Geografia: a cidade como experiência educativa
    (Universidade Federal de São Paulo (UNIFESP), 2019-08-19) Bachelli, Davi [UNIFESP]; Moraes, Jerusa Vilhena De [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    In this study we aimed at investigating the contribution of the methodology of the field work in the teaching of Geography and its relevance in the study of the city. We understand the city as a result of human work, that is, as the materialization of the complexity of human relations in the geographical space, in this case the urban space. Some authors (CASTELLAR, 2010 and CAVALCANTI, 2008) suggest that it is possible for students to understand the city from the perspective of experience, that is, from their personal experiences or, also, to reproduce statements conveyed in the media. It is common, for instance, that in this perspective the problems experienced by people in their daily lives, such as traffic, violence, homelessness, infrastructure issues, among others, are considered. For geographic learning it is important to consider the individual's experience with the city, but it is necessary to move beyond the lived space. In order for a meaningful learning to take place (AUBUBEL, 2006), the student must relate some concepts such as time and space, local and global, as well as having ideas for solving problems, developing their autonomy and positioning themselves critically, that is, develop new skills for understanding and applying scientific concepts. Because of this complexity, the methodology of fieldwork in the study of the city can become an ally in the process of teaching and learning of Geography, re-signifying the relationship of the individual with the city and making personal experience with this space a positive educational experience (DEWEY, 2011).