Banca de DEFESA: ANOAN DE ARAÚJO MEDEIROS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ANOAN DE ARAÚJO MEDEIROS
DATE: 11/12/2025
TIME: 10:00
LOCAL: Sala de Vídeoconferência
TITLE:

Educational Technologies in School Geography: Globalization Themes in Videocasts

KEY WORDS:

School Geography; DICTs; videocast; globalization.

PAGES: 160
BIG AREA: Ciências Humanas
AREA: Geografia
SUBÁREA: Geografia Humana
SUMMARY:

The presence of Digital Information and Communication Technologies (DICTs) in School Geography highlights the need for transformations in pedagogical practices that go beyond merely instrumental use. In Geography teaching, these technologies can promote practices connected to students’ digital experiences and to the development of geographical reasoning through a critical analysis of space, especially when articulated with audiovisual language. This research aimed to develop a didactic guide for the production of videocasts on the theme of globalization, intended for 9th-grade classes in Elementary Education, based on the guidelines of the Brazilian National Common Curriculum Base (BNCC) and the Curriculum Document of Rio Grande do Norte (DCRN). In addition, the study sought to apply the educational product in a 9th-grade class at Escola Estadual Padre Edmund Kagerer in Caicó/RN. The research problem relates to the need to bring Geography teaching closer to students’ digital experiences, addressing challenges such as classroom distraction, the overcoming of purely instrumental uses of DICTs, and the scarcity of studies on the impact of videocasts on the construction of geographical knowledge. The use of this resource proves to be promising and powerful by integrating sound, image, and content, engaging different student profiles and fostering both student protagonism and geographical reasoning. The study adopts a qualitative approach, based on Minayo (2014), as it considers aspects related to meanings, values, and social practices within the educational context. Methodologically, the research employed bibliographical, documentary, and field investigation. The theoretical-conceptual framework includes authors who discuss Geography teaching and School Geography (Cavalcanti, 2003, 2012, 2024; Callai, 2005; Castrogiovanni, 2007; Costa & Ianni, 2018, among others), educational technologies (Moran, 2007; Kenski, 2012; Silva & Canto, 2021), DICTs (Lévy, 1999; Couto, 2014; Pereira & Schuhmacher, 2021), globalization (Santos, 2010 and others), and the use of podcasts and videocasts in education (Canavilhas, 2001; Foschini, 2018; Rosa, 2022). Regarding official documents, the study is grounded in the BNCC (2018) and the DCRN (2018), focusing on the knowledge objects and skills related to globalization for the 9th grade. The results indicate that the videocast constitutes a promising and powerful possibility for pedagogical practices capable of mediating meaningful learning and contributing to the development of consistent geographical reasoning. In this perspective, the educational product also proved effective in expanding teachers’ pedagogical repertoire and possibilities, offering material that supports discussions on globalization in elementary education, promotes the integration of DICTs into school routines, overcomes merely instrumental uses of technology, and values students’ autonomy and protagonism, reaffirming Geography as essential for citizenship education.

COMMITTEE MEMBERS:
Presidente - ***.611.234-** - DJANNI MARTINHO DOS SANTOS SOBRINHO - NÃO INFORMADO
Interno - 3214278 - LEANDRO VIEIRA CAVALCANTE
Externa à Instituição - JUSSARA FRAGA PORTUGAL - UNEB