Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático
Ano de defesa: | 2015 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
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: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.bc.ufg.br/tede/handle/tede/5669 |
Resumo: | The present research aimed to analyze the environment conceptions of Geography teachers (Goiânia-GO) and didactic books approved by PNLD on the same science, in order to contribute to the development of Geography Teaching on reflective and propositive. Therefore, the central problem of work is how teachers and didactic books (high school) forward their conceptions of environment in Geography Teaching and how their theoretical and conceptual perspective can set limits or advances to an integrated reading of geographical space? The first step to find the results of the research were necessary to establish research methodologies, thus the literature review, questionnaires, the semi-structured interviews, and the composition frame synthesis for discourse analysis to reflect about conceptual mechanisms environment, which help to interpret, add meanings and values to the materiality of social relations. And, also, to observe the conditions of modernity and its legacy in establishing paradigms that still guide several lines of thought, and the discourse on current environment of various subjects in Geography Teaching. And to shows the importance of the teacher to know the processes that operate in developing their teaching mediation, considering the relationship of everyday and scientific concepts in theoretical and conceptual training process, and conceptions of environment. In propositive aspect about the objective sought from the development of a graphical modelization methodology of theoretical and conceptual trends environment of the didactic books analyzed, identifying different approaches and their epistemic perspective, was observed naturalistic trends and compartmentalized, with little regard for other spheres of environmental knowledge, and other works that provide a more sophisticated look at the environmental issues. Has been found that the process of modeling of theoretical and conceptual ideas can come to help the teacher of Geography, for the graphical modeling demonstrates aspects of environment concept of articulation that a teacher can present more difficulties. It is understood that the obtained morphologies can demonstrate environmental concept pivot aspects effectively and offer the possibility of professional teaching position itself to meet the challenges that integrate your knowledge of framework. |
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Alves, Adriana Olíviahttp://lattes.cnpq.br/2629325348519209Alves, Adriana OlíviaMorais, Eliana Marta Barbosa deDias, Liz Cristianehttp://lattes.cnpq.br/2572037813600550Silva, Magno Emerson Barbosa da2016-06-09T14:59:34Z2015-03-18BARBOSA, M. E. Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático. 2015. 152 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2015.http://repositorio.bc.ufg.br/tede/handle/tede/5669The present research aimed to analyze the environment conceptions of Geography teachers (Goiânia-GO) and didactic books approved by PNLD on the same science, in order to contribute to the development of Geography Teaching on reflective and propositive. Therefore, the central problem of work is how teachers and didactic books (high school) forward their conceptions of environment in Geography Teaching and how their theoretical and conceptual perspective can set limits or advances to an integrated reading of geographical space? The first step to find the results of the research were necessary to establish research methodologies, thus the literature review, questionnaires, the semi-structured interviews, and the composition frame synthesis for discourse analysis to reflect about conceptual mechanisms environment, which help to interpret, add meanings and values to the materiality of social relations. And, also, to observe the conditions of modernity and its legacy in establishing paradigms that still guide several lines of thought, and the discourse on current environment of various subjects in Geography Teaching. And to shows the importance of the teacher to know the processes that operate in developing their teaching mediation, considering the relationship of everyday and scientific concepts in theoretical and conceptual training process, and conceptions of environment. In propositive aspect about the objective sought from the development of a graphical modelization methodology of theoretical and conceptual trends environment of the didactic books analyzed, identifying different approaches and their epistemic perspective, was observed naturalistic trends and compartmentalized, with little regard for other spheres of environmental knowledge, and other works that provide a more sophisticated look at the environmental issues. Has been found that the process of modeling of theoretical and conceptual ideas can come to help the teacher of Geography, for the graphical modeling demonstrates aspects of environment concept of articulation that a teacher can present more difficulties. It is understood that the obtained morphologies can demonstrate environmental concept pivot aspects effectively and offer the possibility of professional teaching position itself to meet the challenges that integrate your knowledge of framework.A presente pesquisa teve por objetivo analisar as concepções de ambiente de professores de Geografia (atuantes em Goiânia-GO) e de livros didáticos aprovados pelo PNLD referente à mesma ciência, na perspectiva de contribuir para o Ensino de Geografia no âmbito reflexivo e propositivo. Portanto, o problema central do trabalho consubstanciou da seguinte forma: de que forma os professores e os livros didáticos do Ensino Médio encaminham suas concepções de ambiente no Ensino de Geografia e como sua perspectiva teórico-conceitual pode estabelecer limites e/ou avanços para uma leitura integrada do espaço geográfico? Assim, para sistematização dos resultados da pesquisa foram necessário estabelecer metodologias de pesquisa, desta forma, a revisão bibliográfica, a aplicação de questionário, as entrevistas semiestruturadas, e a composição de quadros síntese para análise do discurso foram fundamentais para refletir sobre os mecanismos conceituais de ambiente, que ajudam a interpretar, agregar sentidos e valores à materialidade das relações sociais. E, também, em observar os pressupostos da Modernidade e seu legado na instauração de paradigmas que ainda norteiam diversas linhas de pensamentos, e os discursos sobre ambiente atualmente de diversos sujeitos no Ensino de Geografia. E, evidenciar a importância do professor em conhecer os processos que atuam no desenvolvimento de sua mediação didática, considerando a relação dos conceitos cotidianos e científicos no processo de formação teórico-conceitual, e das concepções de ambiente. Como objetivo geral, buscou a partir do desenvolvimento de uma metodologia de modelização gráfica, das tendências teórico-conceituais de ambiente dos livros didáticos analisados, identificando diferentes abordagens e seu prisma epistêmico, na qual se observou tendências naturalísticas e compartimentadas, com pouca relação em outras esferas do saber ambiental, e outras obras que permitem um olhar mais sofisticado sobre as temáticas ambientais. Verificou-se que o processo de modelização das concepções teóricoconceituais pode auxiliar o professor de Geografia, pois a modelização gráfica demonstra aspectos na articulação do conceito de ambiente que determinado professor possa apresentar mais dificuldades. Pressupõe-se que, as morfologias obtidas podem demonstrar aspectos de articulação do conceito de ambiente de forma efetiva e oferecer a possibilidade do profissional docente se posicionar perante os desafios que integram seu arcabouço de saberes.Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2016-06-09T11:55:10Z No. of bitstreams: 2 Dissertação - Magno Emerson Barbosa - 2015.pdf: 5092999 bytes, checksum: e89189b3ebe6529cb44001cad0199eb5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-09T14:59:34Z (GMT) No. of bitstreams: 2 Dissertação - Magno Emerson Barbosa - 2015.pdf: 5092999 bytes, checksum: e89189b3ebe6529cb44001cad0199eb5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Made available in DSpace on 2016-06-09T14:59:34Z (GMT). No. of bitstreams: 2 Dissertação - Magno Emerson Barbosa - 2015.pdf: 5092999 bytes, checksum: e89189b3ebe6529cb44001cad0199eb5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-03-18application/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Geografia (IESA)UFGBrasilInstituto de Estudos Socioambientais - IESA (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAmbienteEnsino de geografiaConcepção de ambienteLivro didático de geografiaEnvironmentGeography teachingConception of environmentDidactic books of geography.CIENCIAS HUMANAS::GEOGRAFIAOs meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didáticoThe enviroment conceptions in the geography teaching: the theorical-conceptual perspective of professor and the didactic bookinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis78882710595057041476006006004536785967207850203-599424733620574926reponame:Biblioteca Digital de Teses e Dissertações da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático |
dc.title.alternative.eng.fl_str_mv |
The enviroment conceptions in the geography teaching: the theorical-conceptual perspective of professor and the didactic book |
title |
Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático |
spellingShingle |
Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático Silva, Magno Emerson Barbosa da Ambiente Ensino de geografia Concepção de ambiente Livro didático de geografia Environment Geography teaching Conception of environment Didactic books of geography. CIENCIAS HUMANAS::GEOGRAFIA |
title_short |
Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático |
title_full |
Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático |
title_fullStr |
Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático |
title_full_unstemmed |
Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático |
title_sort |
Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático |
author |
Silva, Magno Emerson Barbosa da |
author_facet |
Silva, Magno Emerson Barbosa da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Alves, Adriana Olívia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2629325348519209 |
dc.contributor.referee1.fl_str_mv |
Alves, Adriana Olívia |
dc.contributor.referee2.fl_str_mv |
Morais, Eliana Marta Barbosa de |
dc.contributor.referee3.fl_str_mv |
Dias, Liz Cristiane |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2572037813600550 |
dc.contributor.author.fl_str_mv |
Silva, Magno Emerson Barbosa da |
contributor_str_mv |
Alves, Adriana Olívia Alves, Adriana Olívia Morais, Eliana Marta Barbosa de Dias, Liz Cristiane |
dc.subject.por.fl_str_mv |
Ambiente Ensino de geografia Concepção de ambiente Livro didático de geografia |
topic |
Ambiente Ensino de geografia Concepção de ambiente Livro didático de geografia Environment Geography teaching Conception of environment Didactic books of geography. CIENCIAS HUMANAS::GEOGRAFIA |
dc.subject.eng.fl_str_mv |
Environment Geography teaching Conception of environment Didactic books of geography. |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::GEOGRAFIA |
description |
The present research aimed to analyze the environment conceptions of Geography teachers (Goiânia-GO) and didactic books approved by PNLD on the same science, in order to contribute to the development of Geography Teaching on reflective and propositive. Therefore, the central problem of work is how teachers and didactic books (high school) forward their conceptions of environment in Geography Teaching and how their theoretical and conceptual perspective can set limits or advances to an integrated reading of geographical space? The first step to find the results of the research were necessary to establish research methodologies, thus the literature review, questionnaires, the semi-structured interviews, and the composition frame synthesis for discourse analysis to reflect about conceptual mechanisms environment, which help to interpret, add meanings and values to the materiality of social relations. And, also, to observe the conditions of modernity and its legacy in establishing paradigms that still guide several lines of thought, and the discourse on current environment of various subjects in Geography Teaching. And to shows the importance of the teacher to know the processes that operate in developing their teaching mediation, considering the relationship of everyday and scientific concepts in theoretical and conceptual training process, and conceptions of environment. In propositive aspect about the objective sought from the development of a graphical modelization methodology of theoretical and conceptual trends environment of the didactic books analyzed, identifying different approaches and their epistemic perspective, was observed naturalistic trends and compartmentalized, with little regard for other spheres of environmental knowledge, and other works that provide a more sophisticated look at the environmental issues. Has been found that the process of modeling of theoretical and conceptual ideas can come to help the teacher of Geography, for the graphical modeling demonstrates aspects of environment concept of articulation that a teacher can present more difficulties. It is understood that the obtained morphologies can demonstrate environmental concept pivot aspects effectively and offer the possibility of professional teaching position itself to meet the challenges that integrate your knowledge of framework. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-03-18 |
dc.date.accessioned.fl_str_mv |
2016-06-09T14:59:34Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
BARBOSA, M. E. Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático. 2015. 152 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2015. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/5669 |
identifier_str_mv |
BARBOSA, M. E. Os meandros das concepções de ambiente no ensino de geografia: a perspectiva teórica conceitual do professor e do livro didático. 2015. 152 f. Dissertação (Mestrado em Geografia) - Universidade Federal de Goiás, Goiânia, 2015. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/5669 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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7888271059505704147 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
4536785967207850203 |
dc.relation.cnpq.fl_str_mv |
-599424733620574926 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Geografia (IESA) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Instituto de Estudos Socioambientais - IESA (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
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UFG |
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UFG |
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Biblioteca Digital de Teses e Dissertações da UFG |
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bd3efa91386c1718a7f26a329fdcb468 4afdbb8c545fd630ea7db775da747b2f ef48816a10f2d45f2e2fee2f478e2faf 9da0b6dfac957114c6a7714714b86306 e89189b3ebe6529cb44001cad0199eb5 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tesesdissertacoes.bc@ufg.br ||tesesdissertacoes.bc@ufg.br |
_version_ |
1797047704123080704 |