Banca de DEFESA: VALQUÍRIA DE ARAÚJO SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : VALQUÍRIA DE ARAÚJO SANTOS
DATE: 20/06/2025
TIME: 09:00
LOCAL: Remoto: Google Meet
TITLE:

GEOGRAPHY AND EARLY CHILDHOOD EDUCATION: A LITERARY BOOK PROPOSAL ABOUT THE PLACE SÃO JOSÉ DO SERIDÓ/RN.

KEY WORDS:

School Geography. Early Childhood Education. Place. Literary Book. Pedagogical Practices.

 

PAGES: 144
BIG AREA: Ciências Humanas
AREA: Geografia
SUMMARY:

School Geography is present throughout all levels of basic education in Brazil, and through its
multiple languages, it provides a broad range of tools capable of promoting the integral
development of children, taking into account their experiences and interactions within the spaces
they inhabit. In this context, the objective of this research is to produce a Literary Book aimed at
Early Childhood Education, with an emphasis on the geographic category of “Place,” focusing on
the municipality of São José do Seridó/RN. This investigation is justified by the importance of
integrating School Geography into the meaningful experiences of children in early childhood,
using a sensitive, playful, and affectionate language. Methodologically, the research involved a
literature review of authors who discuss the concept of place, including Yu-Fu Tuan (1983; 2015),
and the contributions of Milton Santos (2006), Callai (2004), on School Geography; Lopes (2013;
2018), Acauan (2021), on Early Childhood Education; Azevedo and Silva (2023), Mello and
Subrack (2019), and on Children's Literature, Chaves and Carneiro (2022), Theves (2012),
Kaercher (2011), Noronha (2005), Azevedo (1999). In addition, a documentary research was
conducted on the guidelines that shape the curriculum in Brazil, Rio Grande do Norte, and São
José do Seridó/RN, such as: the Base Nacional Comum Curricular (2018), the Curricular
Document of Rio Grande do Norte (2018), the National Curriculum Guidelines for Early Childhood
Education (2009), the National Curriculum Framework for Early Childhood Education (1998), and
the Law of Guidelines and Bases for National Education (1996). The analysis also included the
Political-Pedagogical Project (PPP) and lesson plans from teachers at a municipal early childhood
education center in Rio Grande do Norte, with the aim of identifying how School Geography is
addressed in practice. Furthermore, a field research was carried out, during which photographic
records were taken of urban and rural spaces in São José do Seridó. These images were later
transformed into illustrations that make up the book's setting. As a main result, it is highlighted
that the use of Children’s Literature as a pedagogical strategy allows Geography to be
approached in a sensitive and accessible way, fostering identity construction, the appreciation of
emotional memories, and the recognition of lived space as a territory of experiences. Above all,
Children’s Literature proved to be a powerful educational tool, capable of connecting School
Geography to the realities of children, promoting interactions, meaningful experiences, and
sensitive learning.

 

COMMITTEE MEMBERS:
Interna - ***.082.010-** - DENISE WILDNER THEVES - UFRGS
Presidente - ***.611.234-** - DJANNI MARTINHO DOS SANTOS SOBRINHO - NÃO INFORMADO
Externo à Instituição - JADER JANER MOREIRA LOPES