POS CMC- Programas de Pós-graduação Stricto Sensu
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/18
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Item Geogênio: explorando mapas com genialidade(2023-12-15) Holanda, Marcos Farias de; Mendonça, Andréa PereiraThis educational product was developed within the scope of the Graduate Program in Technological Teaching (PPGET) at the Federal Institute of Education, Science, and Technology of Amazonas (IFAM). Its primary objective is to serve as a resource in the form of a didactic-pedagogical guide, intended for Geography teachers, to assist them in teaching the interpretation of thematic maps of Brazil in the context of the Geography discipline, considering 7th-grade students in the Lower Secondary Education. The educational product resulted from the planning and implementation of a teaching-learning proposal developed according to the principles of constructive alignment, the use of the flipped classroom model, the support of learning guides for autonomous study, and the use of analytical rubrics for assessment. Teaching content related to thematic maps in Lower Secondary Education poses complex challenges for Geography teachers. The lack or deficit of cartographic literacy in the initial grades of Lower Secondary Education, combined with the shortage of specific resources for teaching cartographic content, are some of these challenges. This situation has a negative impact on learning topics related to thematic maps in the final grades of Lower Secondary Education. This scenario can lead to a loss of interest among students in these contents and, as a result, an aversion to geographic themes. With the aim of mitigating these difficulties, we developed Geogênio, with the goal of functioning as a powerful resource to enhance Geography classes, contributing significantly to overcoming challenges related to the interpretation of thematic maps. This factor alone would be sufficient to make this product exceptional. However, its uniqueness goes beyond that, as the teaching strategies applied in Geogênio present themselves as a possibility for teachers of various subjects seeking engaging and effective teaching alternatives to improve their students' performance. Therefore, Geogênio is characterized as an alternative to enhance the teaching learning process of thematic maps in a completely interdisciplinary manner.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.