Construindo aprendizagens no ensino de solos a partir de metodologias ativas

• Ano de defesa: 2022
• Autor(a) principal: Rodrigues, Luana Nobrega Peres
• Orientador(a): Cardoso, Cristiane
• Banca de defesa: Cardoso, Cristiane , Queiroz, Edileuza Dias de , Mello, Edir Figueiredo de Oliveira Teixeira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Geografia
• Departamento: Instituto de Agronomia/Instituto Multidisciplinar
• País: Brasil
• Palavras-chave em Português: Ensino de Solos; Metodologias ativas; Laborat?rio de Geografia F?sica
• Palavras-chave em Inglês: Soil teaching; Activies Metodologies; GAIA Physical Geography Laboratory
• Área do conhecimento CNPq: Educa??o; Geografia
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/6935

Several authors emphasize that, in most Brazilian schools, the way of teaching needs to undergo reformulations because teaching should not be centered on the transmission of content by teachers. The simple memorization of concepts and data is not capable of generating meaningful learning for students and training them for life. The need for the broad implementation of active learning methodologies is highlighted - especially in classrooms and also in other spaces of knowledge construction. It is argued that the use of active learning methodologies and the stimulus to the development of socio-emotional skills have the potential to generate significant learning, as they move students to the center of their learning processes. Therefore, this dissertation has as main objective to analyze how active methodologies can help in the teaching- learning process of Physical Geography, especially in soil content - in different spaces of knowledge construction. The specific objectives are: to approach the teaching of Physical Geography from the potential of the use of active methodologies ? with emphasis on the theme of soils; stimulate student autonomy and the development of skills through the practice of experiments related to teaching about soils and their importance and; to analyze the process of building a GAIA Physical Geography Laboratory, from the use of active learning methodologies and its first projects with the students of the educational institution where it was implemented. The methodology of this research includes: 1) survey of a theoretical reference from an initiation to the state of the art on the teaching of Physical Geography in Brazilian basic education - specifically the teaching about soils and about Laboratories of Physical Geography in High School; 2) a review and discussion of the theoretical framework presenting the essential concepts of the research, the procedures for collecting data on the use of active learning methodologies in the institution; 3) analysis of research produced by students regarding the use of active learning methodologies in the school itself and collective construction - from active methodologies and aiming at the development of competences - of the GAIA Laboratory; 4) interviews with professors and students who work at the GAIA Laboratory were also carried out. and 5) construction of the GAIA Laboratory of Geography Applied to Ideas and Actions on Physical Geography. For this research, authors such as Freire, Braga, Pontuschka, Moran, Mendon?a, Cardoso e Silva, Guerra, Santos e Silva, among others were used ? contributing to the discussions on active methodologies in teaching, teaching Geography and soils teaching. Among the results, we highlight the inauguration of the GAIA Laboratory and its first three projects and the learning built through them by the students: the deepening of knowledge about soil profiles, the stimulation of creativity when developing the game with elements of Physical Geography and the development of skills related to new technologies, from the Augmented Virtual Reality project.