Banca de DEFESA: Gledmar Pires de Moura

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Gledmar Pires de Moura
DATE: 05/07/2024
TIME: 14:00
LOCAL: meet.google.com/dns-irnb-osn
TITLE:

IN THE MIDDLE OF THE STONES, PATCHS: Intersections between study of the environment, Historical-Critical Pedagogy and Geography teaching in school education

KEY WORDS:

School education; Study of the environment; Historical-Critical Pedagogy; Geography teaching

PAGES: 140
BIG AREA: Ciências Humanas
AREA: Geografia
SUBÁREA: Geografia Humana
SUMMARY:

There is a vision of school that can be summed up by the following imaginative exercise: a sad child, sitting in a classroom lined up, looking out of the window and contemplating the possibility of being happy 'outside'. Although it represents the paradoxes that exist in school reproduction, this view does not fully express the complexity of the pedagogical work carried out in school education. Encouraging an affirmative vision of school education, this work sought to establish a link between environmental studies, the foundations of Historical-Critical Pedagogy and school education (and in particular, with Geography teaching), divided into five chapters. The first chapter explains the school as a space for producing knowledge and promoting psychological development. The second chapter presents the foundations of the formation of Historical-Critical Pedagogy as a critical dialectical pedagogical concept, revisiting its origins, its assumptions and the pedagogical moments proposed by its method. The third chapter looks at the development of the study of the environment in basic education, presenting its origins in Brazil, its stages, its objectives and highlighting its particular relationship with the teaching of Geography. The fourth chapter elaborates a theoretical conception of the study of the environment that links its stages (Prologue, Field lesson and Conclusion) to the moments of the method of Historical-Critical Pedagogy (Initial social practice, Problematization, Instrumentalization, Catharsis and Final social practice). The fifth chapter reports on study of the environment experience carried out in the context of a public elementary school in the Federal District. Guided by a dialectical perspective of apprehending reality, the study of the environment was conceived as a methodological resource which, through in situ mediation of empirical and abstract activities, expands educational spaces and enriches the logical paths of teaching (objectification) and learning (appropriation). As a result, carrying out environmental studies in basic education: a) enables conceptual elaboration of concrete reality; b) stimulates the development of higher psychic functions; c) makes visible and denaturalizes the contradictions rooted in the locality analyzed (helping to subsume the fetishism of geographical space); d) encourages a re-reading of social practice; e) qualifies students' spatial practices/knowledge and spatial reasoning. Finally, it was considered that the study of the environment, guided by a dialectical perspective of apprehension of reality and pedagogically based on the assumptions of Historical-Critical Pedagogy, is a valuable methodological resource for teaching and learning in school education, contributing in a particularly fruitful way to the teaching of Geography.

COMMITTEE MEMBERS:
Externo à Instituição - GLAIRTON CARDOSO ROCHA - IFPI
Interno - 1762987 - RAFAEL RODRIGUES DA FRANCA
Externo à Instituição - SÉRGIO MAGNO CARVALHO DE SOUZA - IFB
Presidente - 2479942 - VALDIR ADILSON STEINKE