Banca de DEFESA: Jhonatas Silva Ferreira

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Jhonatas Silva Ferreira
DATE: 15/03/2023
TIME: 14:00
LOCAL: virtual
TITLE:

Analysis of school geographic knowledge: a case study in Valparaíso de Goiás

KEY WORDS:

 Geographic knowledge; Geography Teaching; Case study; Cartographic Language; Cartographic Literacy

PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Basic education promoted by public education systems coexists with numerous learning difficulties, on the part of students of all stages and modalities. This situation was aggravated by the pandemic caused by the coronavirus (COVID-19), which drastically changed the routine of students and teachers. In this context, this research aims to evaluate the level of geographic knowledge acquired by students in the 6th year of Elementary School, in relation to the skills developed in the early years of Elementary School, based on a case study in a school in Valparaíso de Goiás. It is based on the premise that the reading of the world advocated, both in the Common National Curricular Base and in the reference curriculum adopted by the municipal teaching network of Valparaiso de Goiás, requires a specific work for its effectiveness, when it comes to Geography. In this sense, the methodological contributions of cartographic literacy are necessary for the development of geographic knowledge, especially with regard to cartographic literacy, which must be started in the first years of schooling. From the processes of cartographic codification and decoding, activated during literacy, the student mobilizes basic conceptual and procedural geographic knowledge to promote geographic reasoning, which enables students to operate in everyday situations. The methodology adopted has a qualitative approach, based on: document analysis, the Pedagogical Political Project (PPP) of the teaching unit and the Curriculum Document adopted by the municipal teaching system (DCGO); participant observation of geography classes in the 6th grade class; semi-structured interview with the Geography teacher in charge of the analyzed class; diagnostic evaluation in relation to the reading skills and cartographic representation of the referred students. The results obtained pointed out that there are severe gaps in the students' training, with regard to the minimum requirements to work in Geography. In this way, a work material capable of providing a process of didactic intervention was produced, to rebuild and redefine conceptual and procedural foundations that will allow a more adequate work to the construction of geographic knowledge. In this sense, a technical educational product is proposed: a didactic intervention booklet produced from the Cartographic Literacy workshop, related to the methodology proposed as a course of continuing teacher training, aimed at teachers in the early years of Elementary School, to be carried out by the municipal network, in order to instrumentalize them in relation to the importance of a comprehensive literacy process, which enables the mobilization of geographic knowledge, based on the cartographic language.

BANKING MEMBERS:
Interna - 3120022 - ETIENNE BALDEZ LOUZADA BARBOSA
Externo à Instituição - HUGO DE CARVALHO SOBRINHO - SEMA
Presidente - 2000468 - LILIANE CAMPOS MACHADO
Externo à Instituição - Maciel Pereira da Silva - SEEDF