A construção do conceito de lugar: uma pesquisa sobre práticas e relações em uma comunidade escolar acerca dos sentidos de lugar

• Ano de defesa: 2025
• Autor(a) principal: Muniz, Thiago Corrêa
• Orientador(a): Neves, Jefferson Adriano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Faculdade de Filosofia, Ciências Humanas, Educação e Letras – FAELCH
• Programa de Pós-Graduação: Programa de Pós-Graduação do Mestrado Profissional em Educação
• País: brasil
• Palavras-chave em Português: Geografia humanista; Lugar; Ensino de Geografia; Sequência didática; Experiência; Subjetividade; Humanistic geography; place; Geography education; Didactic sequence; Experience; Subjectivity
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufla.br/handle/1/60300

This qualitative research investigates the challenges encountered in the development, and replanning of a didactic sequence (DS) that addresses the concept of place from the perspective of Humanistic Geography. The study was conducted with 6th-grade elementary school students from a state school in Minas Gerais, Brazil. The humanistic approach, which values the experience, memory, and subjectivity of individuals in relation to space, presents both challenges and rich potential for teaching and learning Geography. The study analyzed how the concept of place is presented in official documents (Brazilian National Common Core Curriculum - BNCC and Minas Gerais Reference Curriculum - CRMG) and in the textbook adopted by the class, identifying points of convergence and divergence with Humanistic Geography. Data collection involved the teacher-researcher’s field diaries, with reflective records on the ap- plication of the DS "My Place!!!", and the analysis of students’ productions in the proposed activities. The results revealed that the main difficulty lies in the didactic transposition of the concept of place, that is, in making it understandable and meaningful to students, considering their prior knowledge and their lived experiences. Other challenges include classroom time management, student engagement, and the need to address social issues (such as bullying) that affect students’ experience of place. The replanning of the DS, detailed in the research, incorporated modifications to overcome these difficulties, such as increasing the time devoted to the concept, diversifying activities, and including discussions about conflicts in the school space. The research contributes to the field of Geography Education by highlighting the importance of Humanistic Geography as a theoretical-methodological framework and by providing practical subsidies for the planning and implementation of didactic sequences that promote a meaningful understanding of the concept of place.