Banca de QUALIFICAÇÃO: KATHE ELLEN SOUSA COSTA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : KATHE ELLEN SOUSA COSTA
DATE: 15/09/2025
TIME: 08:30
LOCAL: Google Meet
TITLE:

 

Through the meanders of the Potengi: GEOPOTY atlas as an object of teaching and learning in Geography

KEY WORDS:

Teaching Geography; Hydrographic Basin; Environmental Education; School Atlas; Potengi River

PAGES: 152
BIG AREA: Ciências Humanas
AREA: Geografia
SUMMARY:

In Brazilian elementary education, Physical Geography, especially the study of river basins, is still often approached superficially, with generalized content disconnected from local realities. This limitation compromises the connection between physical-natural, social, and cultural aspects, reducing the possibilities for a critical understanding of the space students experience. An analysis of textbooks and curricular guidelines, such as the BNCC (National Framework for the Development of Natural Resources) and the Potiguar Curricular Reference Framework, highlights the scarcity of contextualized examples and materials that connect geographic content to school life. Given this gap, this research proposed the development of the GEOPOTY school atlas, aimed at high school students, focusing on the estuary of the Potengi River Basin (BHRP) in Natal, Rio Grande do Norte. The overall objective is to produce a teaching resource that integrates physical-natural, social, and cultural information about the region, connecting the concept of landscape—understood as a cultural construct—to pedagogical practice. The theoretical framework draws on authors such as Cauquelin (2007), Reclus (2015), Cavalcanti (2010), and Bueno (2008), articulating the concept of landscape as a cultural construct and pedagogical instrument capable of bridging geographic knowledge with lived territory. The adopted methodology comprised three stages: exploratory, with a bibliographic survey and documentary analysis of the BNCC (National BNCC), state curricula, and textbooks; implementation, with the design of the atlas and an activity book integrating cartographic, photographic, and artistic languages; and application/experimentation in school contexts, through participatory mapping activities and analysis of student engagement and understanding. To date, the theoretical framework, analysis of teaching materials, and definition of the structure and content of GEOPOTY have been completed, with the initial development of maps, photographs, and activity proposals. Preliminary results showed that the use of contextualized and visual materials, anchored in local contexts, promotes meaningful learning, stimulates critical perception of society-nature interactions, and enhances student empowerment. GEOPOTY has proven effective as a mediator in teaching about river basins, enabling connections between curricular content and socio-environmental issues in the Potengi region, such as pollution, land use, and the impacts of urbanization.

COMMITTEE MEMBERS:
Presidente - 2321176 - JULIANA FELIPE FARIAS
Interno - 1803535 - ADRIANO LIMA TROLEIS
Externo à Instituição - RONALDO MENDES LOURENÇO