MOVIMENTAR DIVERSOS MUNDOS COM O CINEMA NO ENSINO DE GEOGRAFIA

MOVING OTHER WORLDS WITH CINEMA AND GEOGRAPHY EDUCATIONMOVERSE VARIOS MUNDOS CON EL CINE EN LA ENSEÑANZA DE GEOGRAFÍARESUMOO entendimento do cinema como arte na escola pode proporcionar experiências entre professores e estudantes capazes de movimentar o pensamento. Essa é uma perspectiva que possibilita o surgimento e a consolidação de outras Geografias, que não estão em um currículo tradicionalmente estabelecido. Assim, o objetivo do presente artigo é provocar a discussão sobre o cinema na escola e refletir sobre quais são suas possibilidades para o ensino de Geografia. Problematiza-se o cinema na escola como arte com demandas e oportunidade de artistagem para uma docência com autoria. Ainda, discutem-se as possibilidades da articulação entre o ensino de Geografia e o cinema a partir de um diálogo com as discussões de trabalhos desenvolvidos por autores como Larrosa (2011), Massey (2009), Migliorin (2015), Corazza (2012) Tonini (2013), entre outros. Essa discussão fomentou considerações de que a perspectiva do cinema como arte construída e de toda sua elaboração capturam o espectador para além do que foi assistido. A problematização da imagem é uma oportunidade para abertura de outras Geografias em sala de aula, permitindo, inclusive, a invenção de outros mundos possíveis.Palavras-chave: Cinema; Docência; Ensino de Geografia.ABSTRACTThe understanding of cinema as a school art provide experiences between teachers and students which can change their thinking. This point of view creates a possibility to consolidate all the Geography types, which are not in a pre-established school curriculum. Therefore, this paper goal is promote a discussion about cinema at school and think carefully about what are the possibilities to Geography teaching. This paper purpose the use of cinema like a base tool capable to improve teacher’s imagination providing the appearance of new ways to teach. The article also discusses about the possibilities of articulation between Geography instruction and cinema, considering the teachers and students experiences in classroom. To the discussion basis, are used papers by authors like Larrosa (2011), Massey (2009), Corazza (2012) and Tonini (2013). This discussion brings us a movement of thoughts which is a differential in the present moment. The perspective of the cinema as constructed art and all its elaboration, that capture the spectator beyond what was watched. The problematization of the image is an opportunity to open other Geographies in the classroom, allowing the invention of other possible worlds.Keywords: Cinema; Teaching; Geography Instruction.RESUMENLa comprensión del cine cómo arte en la escuela ofrece experiencias o experimentaciones entre maestros y estudiantes capaces de mover (cambiar) el pensamiento. Esa es un visión que posiblita el surgimiento y la consolidación de otras Geografías, esas que no están en el currículo “estático” o preestablecido. Así, el objectivo del presente artículo és provocar la discusión cerca el cine en la escuela y reflexionar acerca de cuales son sus posiblidades en la enseñanza de la Geografía. Se plantea el cine en la escuela cómo arte con demandas y oportunidad de “artistagem” (el hacer arte) para una maestria con autoria. Además, se propone discusión de las posibilidades de articulación entre la enseñanza de Geografía y el cine y se lleva en consideración la experiencia de maestros y estudiantes en sala de clase. Aún, para eso, alludamnos las discuciones de trabajos desarrollados por autores como Larrosa (2011), Massey (2009), Migliorin (2015), Corazza (2012) Tonini (2013), entre otros. Esa discución, nos ofrece la oportunidad de mover pensamientos los cuales en ese momento presentánse como un diferencial. La perspectiva del cine cómo arte que es hecha en un proceso de construcción y de toda su elaboración sacan a el lector para más allá del asistido. La problematización del imagen es una oportunidad a la creación de otras Geografías en sala de clase, lo que permite, incluso, la invención de otros mundos posibles.Palabras clave: Cine; Maestria; Enseñanza de Geografía.

Geography Instruction in the Decisions of Tebliğler Journal Between the Years of 1939-1942 in Turkey

Tebliğler Journal has been published continuously since January 1939 and has worked as a media organ where all the regulations carried out by the Ministry of National Education are found. The topics relating to geography that are published here are significant in terms of understanding geography inclinations and instruction. This study reviewed all issues of Tebliğler Journal that were published between 1939 and 1942, examined the sections relating to geography found in these issues, and aimed, when necessary, to categorize and group the topics and thus make an understandable order. In this period, topics relating to especially textbooks and syllabi were found heavily in Tebliğler Journal. However, space was allocated to many matters such as inaccurate information found in geography textbooks and geography books and syllabi to be studied in the types of schools to be opened. In this framework, it is seen that geography classes in all types of schools generally took place in one hour, and in some cases two hours, each week. Medium atlases were used for middle schools and large atlases for high schools in addition to the geography courses at the schools.

EVALUASI IMPLEMENTASI KTSP PADA PEMBELAJARAN GEOGRAFI SMA DI KOTA YOGYAKARTA

An Evaluation of the Implementation of the SBC in Geography Instruction in SHSs in Yogyakarta City. This study aims to describe the imple- mentation of the School Based Curriculum (SBC) in geography instruction in senior high schools (SHSs) in Yogyakarta City in terms of teachers’ dimension, consisting of instructional programs, instructional steps, and learning outcome assessment. It was an evaluation study employing a model by Stake by comparing the instructtional processes conducted by teachers with the appropriate criteria. The population comprised 56 geography teachers in 11 state SHSs and 41 private SHSs in Yogyakarta City. The sample was 30% of the total schools selected by the school category (upper, middle, and lower) based on the results of the national assessment in geography in 2008. The data were collected through a questionnaire, observations, and documents and were analyzed using the qualitative descriptive technique. The findings show that the instructional programs, instructional steps, learning outcome assessment are in the good category. Keywords: instructional programs, instructional steps, learning outcome assessment