Campus Manaus Centro
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/8
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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.Item Paisagem à vista: desvendando o espaço e aspectos do uso e ocupação do solo(2019-11-01) Nascimento, Márcio Silveira; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; Marques, Jean Dalmo de Oliveira; Azevedo, Rosa Oliveira Marins; Jesus, Edilza Laray deAs a way to contribute to geography teaching, this material seeks to explore in a simple and practical way, some concepts related to landscape subject, through the use and occupation of soils Beyond a contextualized approach of the Amazon region we provide some activities that can be use in the classroom during high school promoting an education for the understanding and planning of the geographic area.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.