Banca de QUALIFICAÇÃO: JANE CLAUDIA CABRAL BRAGELONE

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : JANE CLAUDIA CABRAL BRAGELONE
DATA : 04/11/2016
HORA: 14:00
LOCAL: AUDITÓRIO DO DEPARTAMENTO DE GEOGRAFIA-DGE
TÍTULO:

TEACH GEOGRAPHY: CONTENTS CONCEPTUAL, PROCEDURAL And ATTITUDINAL

PALAVRAS-CHAVES:

GEOGRAPHY OF EDUCATION

PÁGINAS: 54
GRANDE ÁREA: Ciências Humanas
ÁREA: Geografia
SUBÁREA: Geografia Humana
ESPECIALIDADE: Geografia da População
RESUMO:

Teaching Geography walks a number of challenges to meet its goal of providing an understanding of the dynamics of geographical space and designing citizen actions from this knowledge. The challenges range from conflicts of science itself, as well as the school context, and involved subjects (students and teachers), among many others. Teaching is not an easy task, walking is conflictive, it is often necessary, as said Perrenoud (2001), "act in urgency, decide in uncertainty"; and we are not always prepared. In fact, our preparation is continuous and complete the practice of everyday life. Some issues are always present when we think the teaching of any school subject, they are the basis for geography teaching reflection, and frequently also in practice of teachers. How many times, in the teaching profession already we ask ourselves: What to teach? And how to teach? Perhaps these are the first questions and more common to be made by teachers. So what's the reason to insist on a theme already discussed so? Is that even so there was no one answering these questions? Actually, yes, many scholars, teachers have responded, there are even several studies that present different views on the contents to be taught in geography, and interesting methodologies that facilitate the learning of these contents and explains how to teach. However, the contexts are different, the parties involved are diverse, the environments which establishes the learning relationships are private, each school, each class, each teacher gives us a world of possibilities to understand what to teach and how to teach. So it is still important to insist on the issue, because, what we learned from either experience different realities, can serve us or not, you must experience in practice, and it comes to the diversity of all new experience classroom is enriching. Thus, one of our goals is also to enrich the practice of Geography teachers from sharing experiences. The work that we propose, 5 of the perspective of the National Curriculum Parameters (PCNs) for Elementary Education, which provides a proposal to our first question: what to teach. The document draws attention to the need to teach conceptual, procedural and attitudinal contents. The idea of content there is not restricted to listing the subjects to be taught in geography, but to all that is to be learned, both in cognitive terms and in relation to the development of skills and attitudes essential for the formation of student meets the competencies required of them in society. Well, that will be our starting point to investigate the different experiences in teaching this discipline, or seek the experiences of teachers a response or actually different possibilities to the question of how to teach these contents. The challenge of this work is to think about teaching concepts, procedures and attitudes in geography pegging the recommendations of the NCP to the experiences of some teachers, who work in the public schools of Natal / RN. Whereas the PCN for Elementary Education suggest that in teaching practice is considered important for learning these different types of content, and that the document is a national reference, as the teacher can meet this proposal in geography teaching practice? What strategies can be used to teach conceptual, procedural and attitudinal contents in Geography? What strategies used by geography teachers from public schools Christmas contribute to education on this topic, as suggested by the NCPs? NCPs is still our document base1 and brings important proposals for teaching geography, which as well as other school subjects remain often the focus of education in the conceptual content, fulfilling the school logic that works to build knowledge. The purpose of this document is that the teaching of concepts, procedures and attitudes will just demonstrate the importance of going beyond the theoretical knowledge, but also includes learning skills and attitudes in school.
Some authors like Zabala and Arnau (2010) and Perrenoud (2013) discuss how these three content learned together contribute to the development of skills at school, which would be an important alternative to improve the quality of education, giving a more practical sense what you learn. While recognizing the importance of teaching these three elements (concepts, procedures and attitudes), often we do not know how to do this, how to teach to meet this demand. Therefore, the importance of this work, which aims to provide methodological strategies used in teaching Geography can contribute to the teaching of conceptual, procedural and attitudinal content as guide the National Curricular Parameters for Elementary Education. From this objective, we intend to initially characterize the teaching of Geography held in state public schools in Natal (RN); identify the practice of teachers, methodological strategies that make to the recommendations of the PCNs, with regard to the teaching of conceptual, procedural and attitudinal content; and finally, to systematize the methodological proposals observed establishing correlations with focused teaching proposal for the development of skills. To understand the strategies that teachers use these, it is important to understand what conditions you are given, that is, what the school context in which it works. Therefore, a brief description of the surveyed schools will be made, especially about their difficulties and potentialities. Further, we show that the teacher thinks about the teaching of Geography and strategies and teaching resources are part of their practice, according to the information he arranged from questionnaires. Secondly, aspects of the practice of these teachers will be exposed, not only from what they say, but also the observation and monitoring of their classes, so you can identify on the day of classroom strategies that contribute for learning such content, in the context of each observed reality. Finally, there is the systematization of the actions of these teachers in methodological proposals aimed at teaching concepts, procedures and attitudes so that they can contribute to the practice of other teachers who are interested in the subject, in addition, this final stage a correlation will be made these practices with the teaching proposal focused on the development of skills, which is also an orientation of the documents that guide basic education, and that is, according to some scholars, 7 directly related to learning concepts, skills and integrated manner attitudes. Thus, to achieve these goals it was necessary initially to study the PCNs and literature analysis on the topic. However, for the realization of these results, some data can only be achieved in schools with their teachers (as). So it was necessary, in principle, a survey of state schools that offer primary education (final years) in Natal, for conducting surveys with teachers and interviews with the management staff of these institutions in order to consolidate the first part of our discussion, then presented in the first chapter through charts. The methodological basis for the development of the second part of this work, described above, which focuses on the practice of teachers, is still in progress, which is the periodic monitoring some of these teachers in their work environments, observing the diversity of situations and contexts in which they operate, in order to identify different experiences in teaching Geography and methodological practices that contribute to the concepts of teaching logic, procedures and attitudes. Thus, as the previous step, the final step, which is the systematization of methodological proposals observed, is also underway, and can only be performed from the weekly monitoring of these teachers, which will create the conditions to systematize educational proposals based the experiences of these professionals associating them with theoretical references, which will result in a set of suggestions for other teachers interested in the theme.

MEMBROS DA BANCA:
Presidente - 1777712 - ALESSANDRO DOZENA
Interno - 7346854 - JOSE LACERDA ALVES FELIPE
Externo ao Programa - 1810361 - PABLO SEBASTIAN MOREIRA FERNANDEZ