O LIVRO DIDÁTICO DE GEOGRAFIA DO PNLD CAMPO E SUAS CONTRIBUIÇÕES NA LUTA PELA TERRA / Rural schools, the education for and by the countryside and geography textbook / Escuelas rurales, educación del campo y el libro didáctico de geografía

A luta pela terra é realizada por meio de várias frentes. A Educação do Campo é uma delas e resultou em vários marcos legais que definem suas especificidades em defesa das populações rurais. Dentre esses marcos destacamos o Programa Nacional do Livro Didático do Campo, que possibilitou às escolas rurais acesso a livros didáticos adequados aos modos de vida e trabalho do campo. O objetivo deste artigo é a análise dos conteúdos de geografia presentes no material do Ensino Fundamental I do ano de 2016, buscando apontar se os conteúdos estão adequados à proposta de construção da Educação do Campo. A análise da política que resultou no livro didático pautou-se no Ciclo de Política de Ball e Bowe, e a análise do conteúdo do livro na perspectiva da Geografia Crítica. A pesquisa embasou-se em revisão bibliográfica e de leis e análise do material dos livros que compõem a coleção adotada no município de Alfenas - MG. A pesquisa diagnosticou que o conteúdo dos livros didáticos de geografia do PNLD Campo atende à proposta de Educação do Campo, evidenciando assim a potencialidade dessa política e indica também possíveis adequações dos conteúdos de forma a fortalecer a proposta e endossar que o conteúdo de geografia pode contribuir de forma fundamental à emancipação dos sujeitos. Como citar este artigo:MOURA, Felipe Moretto; AZEVEDO, Sandra de Castro de. O livro didático de geografia do PNLD Campo e suas contribuições na luta pela terra. Revista NERA, v. 24, n. 58, p. 56-80, mai.-ago., 2021.

Analisis isi buku teks geografi kelas XI SMA kurikulum 2013 (K13) edisi revisi terbitan Mediatama berdasarkan keterampilan abad 21

The purpose of this research was to analyze the suitability of the material in the Geography textbook for Class XI Curriculum 2013 published by Mediatama based on the BSNP Textbook Criteria and the completeness of the 21st century (4C) skill components. This research uses qualitative research with a content analysis approach. The research subject used was the Geography textbook Class XI Curriculum 2013 Revised Edition published by Mediatama. The research subject was the Geography textbook for Class XI of the 2013 Curriculum, Revised Edition published by Mediatama. The data validity was done by triangulating the source. The research found that the books most used by the MGMP Sukoharjo were feasible (87,61%). Based on the results of the analysis, according to the material expert, chapter I has the highest aspect is creative thinking and communication aspects (100% completeness), chapter III is critical thinking, creative thinking and communication (100% completeness), chapter VII is critical and creative. think (100% complete). According to practitioners, chapter I is collaboration aspect (completeness 100%), chapter III creative thinking (completeness 85.7%), chapter VII critical thinking (completeness 89%). According to researchers, chapter I is creative thinking, communication, and collaboration (100% complete), chapter III and chapter VII are 100%.

School geography in the curriculum and inclusive education in Germany, Finland, Denmark

A number of countries have specially designed educational programs for both healthy and students with disabilities. Differences in the education systems of countries reveal differences in the teaching of geography and the application of inclusive education. This article provides information on the geography curriculum, syllabus, lesson hours, textbooks in Finland, Germany and Denmark’s secondary schools, and compares them with Azerbaijani schools. At the same time, the general content and differences of inclusive education in those countries are reflected. Key words: curriculum, geography textbook, education system, level of education,inclusive education, Limited Health Opportunities.

How Geography Textbook Tasks Promote Comparison Competency—An International Analysis

Comparison is an important competency for gaining and linking knowledge. It can be learned in geography classes to help students understand complex concepts and develop autonomous geographical thinking. However, we do not currently have any model to assess comparison as a competency in geography classes. In addition, little is known about how textbook tasks promote comparison competency. Therefore, in this study, a competency model for comparison in geography education was developed. It consists of four dimensions of comparison competency, which relate either to the mastering of comparison processes or to content-related elements of comparisons. Then, via a qualitative content analysis and descriptive statistics, the competency model was used to assess which dimensions of comparison competency were featured in 981 tasks from 20 German, English and French textbooks. Results showed that comparison tasks largely failed to promote autonomous and argumentative comparison process planning. However, numerous tasks performed better on the content-related aspects of comparison. Thus, the competency model presented in this study is a valuable tool to assess and enhance comparison competency in geography education and to promote students’ autonomous geographical thinking.

Opening World Regional Geography: A Case Study

A growing body of research has demonstrated that open educational resources (OER) provide an opportunity for improvements in learning outcomes compared to traditional texts. This project builds on the Open Education Group’s COUP framework to explore student and faculty use and perceptions of an open education World Regional Geography textbook. World Regional Geography is a lower-level course that is typically taught using traditional methods and with an emphasis on breadth over depth. As this case study explores, however, the creation and use of OER has provided an opportunity to completely reconfigure the course using a flipped classroom approach. Further, this study finds a statistically significant difference in student perception of OER before and after using the open course textbook, a significant difference in how often students read the book, and an overall positive response from students. Shifting to an open textbook has thus transformed and revitalized the class both from a student and an instructor perspective.