MPET-Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/36
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Item Uma proposta de ensino-aprendizagem para interpretação de mapas temáticos para alunos do ensino fundamental II(2023-12-15) Holanda, Marcos Farias de; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Mendonça, Andréa Pereira; http://lattes.cnpq.br/0938462047218130; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Mafra, Marcela Vieira Pereira; http://lattes.cnpq.br/6513921362135289In accordance with the National Common Curricular Base (BNCC), the interpretation of thematic maps stands out as a crucial skill for the development of both Spatial Thinking and Geographic Reasoning. The integration of these skills provides fundamental elements for the understanding, perception, and management of space, aligning fully with the principles of the Geography discipline. This research presents the planning and execution of a teaching-learning proposal focused on the interpretation of thematic maps of Brazil by 7th-grade students in the Lower Secondary Education. In the planning process, the principles of Constructive Alignment were adopted, aiming for a consistent and aligned approach among teaching, learning, and assessment activities. Regarding the teaching dynamics, the flipped classroom model was adopted, where studies take place beforehand at home, supported in this research by Learning Guides. In face-to-face classes, students worked on problem-solving, using thematic maps of Brazil as a central support, focusing on interpretation but considering both reading and analysis in the study of cartographed phenomena. The methodological approach adopted was action research, involving a class of 7th-grade students from the Professor Waldocke Fricke de Lyra State School (CMPM3), located in the municipality of Manaus - AM. The results revealed significant progress in students' cartographic interpretation and also highlighted significant challenges in reading and analyzing through cartographic symbolism, requiring adjustments in the teaching-learning proposal's hourly load, as the time for Geography classes proved insufficient for groups to receive immediate feedback after solving questions in problem-solving situations. This finding underscores the importance of considering adequate time to deepen students' understanding and promote more enriching discussions. As a result of this research, an educational product was generated entitled "Geogenius – Exploring Maps with Genius," characterized as instructional material to assist Geography teachers in teaching the interpretation of thematic maps to students in Lower Secondary Education.Item Desvendando as paisagens no ensino de geografia a partir do uso e ocupação do solo(2019-11-01) Nascimento, Márcio Silveira; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Marques, Jean Dalmo de Oliveira; http://lattes.cnpq.br/4558873160462915; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Jesus, Edilza Laray deThe complexity of the reality of the world, present in everyday life, receives the teaching of geography, presenting new paradigms of knowledge, in view of the formation of a citizen spatial consciousness. It is a knowledge that teaches geography teaching practices to improve the comprehension teachings of spatial transformations, reaffirming the importance of geography teaching in contributing to the formation of students who understand and recognize the importance of their participation in the participation of space. In this exhibition, this dissertation presents studies on the creation of a didactic proposal for the teaching of “landscape”, associating with the use and occupation of the soil, a strategy of valorization as students' perceptions about the knowledge of their daily spaces, of something concrete that is in the field of his visions, for a broader and deeper reading / interpretation, recognizing as actions and interactions of man with the living environment, over time. A research has a qualitative approach, where the natural environment, the school environment, as landscapes of the place are as sources of presentations. Seeking to understand the perception of the spatial configuration of the reality of the place, or the research subjects are inserted. Step guide, which includes a sequence of phases to apply: learning diagnosis, intervention and verification. Finally, this research originated an educational product entitled “Pedagogical Kit: Landscape in Sight”, no qualified material for the promotion of classes and / or activities focused on the theme addressed in this research, providing subsidies for teachers who use and develop pedagogical work. . It concludes, therefore, that the activities developed in this work demonstrated as important for landscape teaching, not only include school geography, tolerate new tests of approaches in case of extinction or fragmented teaching and to conceive strategies and possibilities of interrelation or content with other areas school subjects, enabling the education not only of conceptual understanding, but, more broadly and dynamically, the knowledge of processes and phenomena that surround, recognizing the importance of landscape and the elements that compose it.