O conceito de lugar no livro didático e o processo de ensino-aprendizagem

• Ano de defesa: 2014
• Autor(a) principal: Silva, Luan do Carmo da
• Orientador(a): Souza, Vanilton Camilo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Geografia (IESA)
• Departamento: Instituto de Estudos Socioambientais - IESA (RG)
• País: Brasil
• Palavras-chave em Português: Livro didático; Lugar; Ensino de geografia; Anos iniciais
• Palavras-chave em Inglês: Didactic books; Place; Geography teaching; Early years
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/4549

This dissertation, entitled The concept of Place in the didactic book and the teachinglearning process, is focused on the matter of the not so discerning use of the didactic book in the geography classes, its subtle contribution to the citizen formation of the students and the effective learning of the geographic knowledge. The research had the intention to answer the following questions: what have been the conceptions of place brought by the didactic works of regional nature used in the state of Goiás during the early years? How do the teachers absorb the concepts of place pointed by those works and how do they use these concepts during the teaching-learning process? From what has been exposed, the research had as aims: to analyze the practices and the theoretical conceptions brought and propitiated by the didactic books of Geography that have regional characteristics of the state of Goiás and the introduction of these notes in the classrooms of Elementary school concerning the meaning of place; problematize the Geography that is brought by the didactic books, discuss the different basis to the construction of the concept of place in the academic Geography and in the school Geography; to interpret and to analyze the practice of those who works directly with the formative process in the early years – the teacher. In the ambit of the school Geography, especially in the early years, the concept of place is understood as an engine that improves the learning-teaching process, that is why it is important to comprehend how this concept is presented in the didactic books used in the classrooms. The qualitative approach, ruled specially by the dialectic, was used to develop this work. The data collection of the research happened through the documental investigation in the didactic book 32140L1629 endorsed by National Didactic Book Program – 2010 and 2013, PNLD Edict and Didactic book Guide. The analysis of the content that was part of the researched works was sought during the research, in the lights of historicalsocial learning theory and the academic knowledge built about the school Geography. The interview done with an early-year teacher was another methodological procedure adopted in this research. In this dissertation, it‟s found the teacher and the researcher‟s view about the didactic book in constant dialogue with thinkers of the mentioned areas. According to what was researched, by correlating different theoretical positioning about place it is possible for the student to have an apprenticeship close to his/her reality and it also makes possible that this student gets closer to realities that are not so familiar to him/her. In order to this approach can occur, the teacher needs to understand himself/herself as the subject of his/her practice and as a mediator in the knowledge building process. This way, the teacher cannot assign this function to a material that is just a support for him/her.