scholarly journals O trabalho com a diversidade dos sujeitos no Ensino de Geografia a partir de recursos midiáticos

2019 ◽  
Vol 4 (2) ◽  
pp. 542-555
Author(s):  
Ariane De Almeida Pontes ◽  
Jeynne Jennifer Gomes da Silva ◽  
Cirlene Jeane Santos e Santos
Keyword(s):  
Public Schools ◽  
Everyday Life ◽  
Geography Education ◽  
Daily Lives ◽  
Geographical Education ◽  
Geography Teaching ◽  
9Th Grade ◽  
Theoretical Support ◽  
Literature Searches ◽  
Curriculum Research

RESUMO: O referido trabalho é fruto da monografia Repensando o ensino de Geografia: diversidade e cotidiano. Trás consigo elementos didático-pedagógicos que nos permite refletir sobre o currículo escolar, resultante da investigação acerca da realidade do ensino de Geografia, diversidade e o cotidiano dos sujeitos, realizada nas turmas do 9º ano de 22 escolas da rede pública estadual, distribuídas em 8 regiões administrativas de Maceió/AL. O objetivo principal foi investigar até que ponto o ensino de Geografia vem considerando a diversidade e o cotidiano dos sujeitos. Através de pesquisas bibliográficas que dão suporte teórico a investigação, atrelada à aplicação de questionários com os alunos, a tabulação e a análise, foi possível diagnosticar o conceito dos discentes sobre a disciplina, metodologias utilizadas pelos professores no processo de ensino geográfico no que tange ao trabalho com a diversidade e o cotidiano. Contém propostas de como trabalhar a diversidade nas aulas de Geografia no ensino fundamental II através de recursos midiáticos. Os resultados da análise revelam a precisão de um ensino geográfico atrelado à promoção do respeito às diversidades e de metodologias que supram essa necessidade vivenciada no ensino de Geografia de escolas públicas.   Palavras-chave: Geografia, Diversidade dos Sujeitos, Direitos Humanos.     ABSTRACT: This work is the result of the monograph Rethinking teaching Geography: diversity and everyday life. Brings with didactic and pedagogical elements that allows us to reflect on the resulting curriculum research about the geography teaching reality, diversity and everyday subjects, performed in groups of 9th grade of 22 schools of public schools, distributed in 8 regions administrative Maceió/AL. With the main objective to investigate the extent to which Geography education has been considering the diversity and the daily lives of individuals. Through literature searches which give theoretical support linked research to application of questionnaires to students, tabulation and analysis, it was possible to diagnose the concept of students on discipline, methodologies used by teachers in the geographical teaching process when it comes to working with diversity and everyday life. It contains proposals for how to work the diversity in geography classes in elementary school II through media resources. The analysis results show the precision of a geographical education tied to promoting respect for diversity and methodologies that meet this need experienced in public school geography teaching.   Keywords: Geography, Subject of Diversity, Human Rights.

scholarly journals REPRESENTAÇÃO DO NEGRO: A LEI 10639/03 NO ENSINO PÚBLICO ESTADUAL NA CIDADE DE POUSO ALEGRE-MG.

2016 ◽  
Author(s):  
Bruna Fatima Brito ◽  
Andrea Domingues
Keyword(s):  
National Identity ◽  
Public Schools ◽  
Everyday Life ◽  
Primary Education ◽  
School System ◽  
Preliminary Analysis ◽  
African Culture ◽  
9Th Grade ◽  
Culture Teaching ◽  
The City

Este artigo teve como objetivo a realização de uma análise sobre denominado escravo e/ou afro-brasileiro — é representado nos livros didáticos, do 6º ano ao 9º ano, destinados ao ensino fundamental da rede pública estadual da cidade de Pouso Alegre e discutir a implementação da lei n.º 10639/03, que se refere à obrigatoriedade do ensino da cultura africana e afro-brasileira no sistema escolar. Metodologicamente exploramos as memórias diversas contidas no livro didático e nos discursos através das imagens, cabendo ainda reforçar que a utilização de livros didáticos atuais como fonte de análise. Em uma análise preliminar das memórias contidas nos livros didáticos adotados no ensino fundamental na rede pública estadual como fonte desta pesquisa, foi possível perceber que os conteúdos referentes à cultura africana e afro-brasileira ainda trazem as representações calcadas pela ideia de folclore — um indicativo do controle tendencioso da identidade nacional, pois as imagens representadas no cotidiano são facilmente apreendidas e absorvidas sem questionamento.Abstract: This study aimed to carry out an analysis of how the so-called slave and / or african-Brazilian - is represented in textbooks, 6th grade to 9th grade, for the elementary school of public schools in the city of Pouso Alegre and discuss the implementation of law No. 10639/03, which refers to the obligation of the African culture teaching and african-Brazilian in the school system. Methodologically, explore the various memories contained in textbooks and speeches through the images, leaving further enhance the use of existing textbooks as a source of analysis. In a preliminary analysis of the memories contained in textbooks adopted in primary education in public schools as a source of this research, it was observed that the contents related to African culture and african-Brazilian still bring the representations tamped by folklore idea - an indication of biased control of national identity because the pictures represented in everyday life are easily grasped and absorbed without question. 

scholarly journals ENSINO DE GEOGRAFIA E DIÁLOGO: o caso do projeto de educação comunitária integrar

2017 ◽  
Vol 7 (13) ◽  
pp. 320-342
Author(s):  
Rosa Elisabete Militz Wypyczynski Martins ◽  
Suelen Santos Mauricio
Keyword(s):  
Interpersonal Relationships ◽  
Low Income ◽  
School Environment ◽  
Community Education ◽  
Great Influence ◽  
Geography Education ◽  
Geographical Education ◽  
Education Project ◽  
Geography Teaching ◽  
Education Community

Neste artigo encontram-se reflexões acerca de uma pesquisa de Trabalho de Conclusão de Curso do curso de Geografia Licenciatura da FAED/UDESC, realizada no ano de 2015 sobre ensino de geografia em um espaço não-escolar na modalidade da Educação de Jovens e Adultos. O caso estudado foi em curso de pré-vestibular social, chamado Projeto de Educação Comunitária Integrar localizado em Florianópolis/SC. O público alvo da pesquisa foram estudantes de baixa renda que já concluíram o ensino médio e buscam adentrar em universidades públicas. O objetivo da pesquisa foi analisar a influência das aulas de geografia na visão de mundo e sociedade destes/as estudantes. Buscando assim conhecer a proposta do Projeto Integrar e a proposta das aulas de geografia, bem como, discutir a respeito da geografia do Lugar, e apresentar a pesquisa realizada com os/as estudantes do Integrar sobre a geografia percebida no seu cotidiano, pensada e vivida, a partir da Educação geográfica que ocorre neste espaço. O estudo foi realizado através da participação da autora nas aulas de geografia e de relatos da turma. A partir dos resultados da pesquisa, percebemos que há uma grande influência das aulas de geografia do Integrar no modo de pensar dos estudantes e na consciência de suas atitudes no dia-a-dia, pois todos afirmam que houve uma influência com alguma intensidade; nas relações interpessoais, na comunidade, no trabalho. PALAVRAS-CHAVE Ensino de geografia. Projeto de Educação. Comunitária Integrar. GEOGRAPHY OF EDUCATION AND DIALOGUE: the education project case the community to integrate.ABSTRACTIn this article are reflections on a survey of Work Geography Course Course Completion Degree of faed / UDESC held in 2015 on geography teaching in a non-school environment in the form of Youth and Adult Education. The case study was ongoing social pre-university, called Community Education Project Integrating located in Florianópolis / SC. The target audience of the research were low-income students who have completed high school and seek to enter into public universities. The objective of the research was to analyze the influence of geography classes in worldview and society of these / the students. Thus seeking to meet the proposed Integrating Project and the proposal of geography classes, as well as to discuss about the site geography, and present the survey of the / the students integrate on geography perceived in their daily life, thought and lived from the geographical Education occurring in this space. The study was conducted through the participation of the author in geography classes and class reports. From the search results, we realized that there is a great influence of geography classes of Integrating the thinking of the students and awareness of their attitudes in day-to-day, for all claim that there was an influence to some degree; in interpersonal relationships, in the community, at work. KEYWORDS Geography Education. Community Education. Project Integrate. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

EDUCATIONAL TRAVELING AT INFORMATICS LESSONS AS A MEANS OF DEVELOPING KEY COMPETENCIES OF STUDENTS

2020 ◽  
Vol 1 (7) ◽  
pp. 41-46
Author(s):  
S. G. Puzinovskaya ◽  
O. A. Schesnovich
Keyword(s):  
Everyday Life ◽  
Small Groups ◽  
Information Resources ◽  
Educational Activities ◽  
9Th Grade ◽  
Internet Information ◽  
Key Competencies ◽  
Internet Information Resources

The article substantiates the advantages of using educational traveling when studying the unit "Internet Information Resources" at the lessons of "Informatics" in the 9th grade. The authors analyzes the approaches that are the basis for teaching students to informatics: systemic, activitybased and competence-based. Special attention is paid to the formation of metasubject competencies, which include the ability to use the mastered intersubject concepts and universal educational actions in educational activities, the independence of planning and implementing educational activities based on personal priorities, and the organization of educational cooperation with students and teachers. These competencies will be needed by students both in everyday life and in their future profession. Tasks for small groups of students and a range of questions for their solution are given, criteria for the success of assignments are developed, examples of the results of the work of groups are given.

Regional Geography Education in Poland

2020 ◽  
Author(s):  
Agnieszka Świętek ◽  
Wiktor Osuch
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Primary School ◽  
Education System ◽  
Geography Education ◽  
School Level ◽  
Lower Secondary School ◽  
Regional Geography ◽  
The Core ◽  
Regional Education

Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

scholarly journals Living in digital space: Everyday life on Twitter

2021 ◽  
pp. 31-47
Author(s):  
Züleyha Özbaş-Anbarlı
Keyword(s):  
Social Network ◽  
Network Analysis ◽  
New Media ◽  
Everyday Life ◽  
Life Time ◽  
Digital Networks ◽  
Daily Lives ◽  
Digital Space ◽  
Time Space ◽  
Production And Consumption

New media tools and the corresponding digital networks have begun to take part in the centre of our daily lives, thereby caused a practice of everyday life in digital space. In Twitter, a network in which users are involved through the machines, the concepts such as life, time, space, rhythm have developed. This study focuses on the constitution of everyday life in digital space. Twitter is a digital space that users do their everyday life practices in this network and are involved in through the machines. A sample of 10 Turkish users was selected with social network analysis to discover everyday life practices in this digital space. The content produced by this sample was observed employing digital ethnography and analysed by the sociology of everyday life. It is observed that Twitter creates its own rhythm. Observations show in Twitter that tactics have been produced, and strategies have been tried to be turned down with these tactics and acted rhythmic practices as forms of production and consumption in everyday life. People tend to follow similar others on Twitter, and accordingly, content is being produced for an imaginary community.

scholarly journals FREE JOURNALISTS COLLECTIVE:
independence affirmed in everyday life

2020 ◽  
Vol 6 (6) ◽  
pp. a7en
Author(s):  
Adilson Cabral ◽  
Jaqueline Suarez Bastos
Keyword(s):  
Discourse Analysis ◽  
Everyday Life ◽  
Social Structures ◽  
Daily Lives ◽  
The Social ◽  
Dialectical Perspective ◽  
Methodological Procedures ◽  
Independent Media

This article addresses the independent media after the 2013 demonstrations in Brazil, taking as object of analysis the notion of independence built by the collective Jornalistas Livres (Free Journalists) in their daily lives, understood here as central to the social structures (re) production and change, in order to to understand how communication is inscribed in the conquest, maintenance and dispute of hegemony. It is understood here that an independent media is not unique, assuming, on the contrary, different meanings in several contexts. Our objective give focus to the idea of independence, discussing potentialities and limitations to the initiatives that operate under this logic. Anchored in a critical and dialectical perspective, we established as methodological procedures the bibliographic review, documentary survey and discourse analysis.

scholarly journals Geospatial Based Coastal Ecotourism Management for Geography Teaching Material Development

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Safiah @ Yusmah Muhammad Yusoff
Keyword(s):  
Data Collection ◽  
Teaching And Learning ◽  
Spatial Information ◽  
Geography Education ◽  
Teaching Material ◽  
Learning Material ◽  
Material Development ◽  
Geography Teaching ◽  
Activity Spectrum ◽  
Effectiveness And Efficiency

Geospatial has been widely and extensively used as a research tool across the human activity spectrum. Education sector is no exemption with geospatial being taught in all education institutions, secondary or tertiary. In geography education, tourism courses are among courses that employ geospatial in their teaching and learning material to define the data collection and associate the data with technology which has geographic and locational component. Coastal ecotourism, for example, utilize geospatial in its management where geographic information can be stored in layers and integrated with geographic software program. The information can then be created, stored, manipulated, analyzed and visualized. More interestingly, the result of the spatial information can be integrate with various other research discipline. This paper reviews: 1) geospatial as one of the tools used in geography teaching material; 2) the application of geospatial in coastal ecotourism management; and 3) geospatial based coastal ecotourism management for geography education. A review from geospatial based coastal ecotourism management for geography teaching material development was established. Hence, its effectiveness and efficiency is also discussed.

scholarly journals Geotecnologias e Ensino de Geografia: algumas aplicações práticas / Geotechnologies and Geography Teaching: some practical applications

2016 ◽  
Vol 26 (47) ◽  
pp. 656
Author(s):  
Vitor Hugo Campelo Pereira ◽  
Marco Tulio Mendonça Diniz
Keyword(s):  
High School ◽  
Elementary School ◽  
Spatial Representation ◽  
Basic Education ◽  
National Curriculum ◽  
Google Earth ◽  
Geography Education ◽  
Free Software ◽  
Practical Applications ◽  
Geography Teaching

<p>O presente artigo objetiva propor algumas formas de aplicação de geotecnologias no ensino de Geografia no âmbito da Educação Básica, tanto no Ensino Fundamental quanto Ensino Médio.  Para isso, a metodologia adotada se baseou na análise dos Planos Curriculares Nacionais (PCN) de Geografia e no uso de softwares que apresentam funções de representação espacial, bem como na indicação de projetos educacionais pautados no uso de geotecnologias. Diversos conteúdos previstos no ensino de Geografia podem ser abordados e dinamizados. Escala cartográfica, relevo e análise de mudanças na paisagem são exemplos de questões que podem ser trabalhadas com o uso de softwares livres como <em>Google Earth</em>, <em>Philcarto</em>, <em>ScapeToad</em> e a partir da sistematização proposta pelos projetos educacionais GEODEM, GEODEF e GEOIDEIA. Os resultados indicaram uma elevada aplicabilidade dos softwares e projetos testados pela pesquisa para o ensino de conteúdos de Geografia sugeridos pelos PCN, o que pode contribuir para uma aprendizagem mais consolidada dos mesmos.</p><p><strong>Abstract</strong></p><p>This article aims to propose some form of geo-technologies application in the teaching of Geography under the Basic Education, in elementary school and in high school. For this, the methodology adopted was based on the analysis of National Curriculum Plans of Geography and the use of software that present spatial representation of functions as well as the indication of guided educational projects in the use of geotechnologies. Several planned content in Geography education can be addressed and dinamized. Cartographic scale, relief and analysis of changes in the landscape are examples of issues that can be worked with the use of free software such as Google Earth, Philcarto, ScapeToad and from the systematization proposed by educational projects GEODEM, GEODEF and GEOIDEIA. The results indicated a high applicability of the software and projects tested by research for teaching Geography content suggested by PCN, which can contribute to a more consolidated learning them.</p><p><strong>Keywords</strong>: Basic Education. Spatial representation. Free softwares. National Curriculum Plans.</p>

scholarly journals PROBLEMAS PRÁTICOS PROFISSIONAIS:

2020 ◽  
Vol 10 (20) ◽  
pp. 124-147
Author(s):  
Ismael Donizete Cardoso de Moraes
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Continuing Education ◽  
Cultural Theory ◽  
Lesson Plans ◽  
Early Years ◽  
Pedagogical Practices ◽  
Daily Lives ◽  
Geography Teaching ◽  
The Individual

Este estudo teve como propósito discutir alguns resultados da pesquisa intitulada “Problemas práticos profissionais: aportes teórico-metodológicos do ensino de geografia na formação continuada de professores dos anos iniciais do ensino fundamental”. Nesse sentido, o objetivo geral consistiu em compreender se a formação continuada, centrada nos problemas práticos profissionais, contribui para que as professoras superem o ensino empírico dos conteúdos geográficos. Em consonância, os objetivos específicos visaram: discutir os principais conceitos da teoria histórico-cultural e do Ensino de Geografia; mediar a elaboração dos planos de aula; e entender a formação continuada como possibilidade de superação do ensino empírico dos conteúdos geográficos. A pesquisa qualitativa e os procedimentos de análise dos planos de aula, de observação e de narrativas foram utilizados para levantamento dos dados junto às professoras durante o curso de formação continuada, que contou com os conteúdos de paisagem, lugar, urbano e cidade. Como resultado, mesmo diante da complexidade do tema, houve mudanças nas práticas pedagógicas das professoras, entre as quais se destacaram: o avanço na apropriação desses conceitos, na contextualização dos conteúdos, na articulação destes com os conhecimentos cotidianos dos alunos, na organização de textos e imagens e nas tarefas dos alunos do coletivo para o individual. PALAVRAS-CHAVE Teoria histórico-cultural, Problemas práticos profissionais, Ensino de Geografia, Conceitos.   PRACTICAL PROFESSIONAL PROBLEMS: theoretical and methodological contributions of teaching Geography in continuing training of teachers from the early years in the Elementary School ABSTRACT This study aimed to discuss some results of the research entitled" practical professional problems: theoretical and methodological contributions of teaching geography in continuing training of teachers from the early years in the elementary school". Therefore, the general objective was to understand if continued training, focused on practical professional problems, contributes to teachers surmount empirical teaching of geographic contents. In harmony, the specific objectives aimed to: discuss the main concepts of historical-cultural theory and geography teaching; mediate the preparation of lesson plans; and to understand continued training as a possibility of surpassing the empirical teaching of geographic contents. Qualitative research and procedures for analyzing lesson plans, observation and narratives were used to survey data with teachers during the continuing education course, which included the contents of landscape, place, urban and city. As results, even before the complexity of the theme, there were changes in the pedagogical practices of the teachers, among which stood out: the advance in the appropriation of these concepts, in the contextualization of the contents, in the articulation of these with the knowledge students' daily lives, in the organization of texts and images, and in the tasks of the students from the collective to the individual. KEYWORDS Historical-cultural theory, Professional practical problems, Geography teaching, Concepts.

scholarly journals A AULA DE GEOGRAFIA NO ENSINO MÉDIO: do legado da tradição às possibilidades de renovação

2018 ◽  
Vol 7 (14) ◽  
pp. 141-160
Author(s):  
Lidiane Bezerra Oliveira ◽  
Armstrong Miranda Evangelista
Keyword(s):  
High School ◽  
Public Schools ◽  
Qualitative Study ◽  
High School Teachers ◽  
Teaching Practice ◽  
Frame Of Reference ◽  
Point Of View ◽  
School Teachers ◽  
Geography Teaching

A problemática deste trabalho consiste em investigar o desenvolvimento da aula expositiva de Geografia, em escolas públicas de Teresina-PI. Especificamente, buscou-se caracterizar os modelos de aulas expositivas de Geografia; caracterizar a aula expositiva de Geografia desenvolvida pelos professores do Ensino Médio; analisar como o professor usa a linguagem nas aulas expositivas de Geografia e, por último, debater uma proposta de sequência didática que promova a interatividade na aula de Geografia. Trata-se de um estudo de natureza qualitativa. Do ponto de vista teórico-conceitual, o estudo foi desenvolvido com base nos seguintes eixos: primeiramente, considera as reflexões sobre a aula expositiva, tanto na perspectiva tradicional quanto na perspectiva dialógica. Em segundo lugar, focaliza a aula na prática docente em Geografia. E, em terceiro lugar, sublinha o papel da linguagem para o aperfeiçoamento da aula de Geografia. A partir deste quadro de referência, o texto está estruturado em sete seções, compreendendo a Introdução, caminhos metodológicos e três seções teóricas, uma de análise e uma propositiva. PALAVRAS-CHAVE Aula expositiva. Aula expositiva dialógica. Linguagem. Ensino de Geografia. GEOGRAPHY LESSON IN SECONDARY EDUCATION: the legacy of tradition to renewal of possibilities ABSTRACT The problem of this study is to investigate the development of lecture of geography in public schools in Teresina-PI. Specifically, we sought to characterize the models of lectures of Geography; characterize the lecture of Geography developed by high school teachers; analyze how the teacher uses the language in lectures of Geography and finally discuss a proposed didactic sequence that promotes interactivity in geography class. This is a qualitative study. From the theoretical and conceptual point of view, the study was developed based on the following principles: first, considers the reflections on the lecture, both in traditional perspective as the dialogical perspective. Second, the class focuses on teaching practice in geography. And thirdly, it emphasizes the role of language for the improvement of Geography class. From this frame of reference, the text is structured in seven sections, comprising the Introduction, methodological paths and three theoretical sections, one of analysis and one propositive. KEYWORDS Lecture. Dialogic lecture. Language. Geography teaching. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

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