ENSINO DE GEOGRAFIA E O CONCEITO DE GEODIVERSIDADE: UMA ANÁLISE SOBRE AS POSSIBILIDADES DE APRENDIZAGEM NO 6° ANO DO ENSINO FUNDAMENTAL NA REDE ESTADUAL DE EDUCAÇÃO EM AQUIDAUANA-MS

• Ano de defesa: 2024
• Autor(a) principal: JEAN CARLOS DE SOUZA SANTOS
• Orientador(a): Ricardo Lopes Batista
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Geodiversidade. Geografia. BNCC. Curriculo de Referência de MS. Ensino e Aprendizagem.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/9603

The main educational public policy presented in recent years in Brazil was, without a doubt, the implementation of the Base Nacional Comum Curricular (BNCC), which triggered a series of reforms in the state and municipal reference curricula. Among the changes promoted in the context of the BNCC, there was the emergence of the grouping of subjects into areas of knowledge, whose most significant impact was observed in the area of Human and Social Sciences Applied, including the subject of Geography. To contribute to school Geography, the general objective is to investigate the potential of developing the concept of Geodiversity as a theoretical-practical construct to enhance the learning of geography analysis categories in lower secondary education. The spatial focus of the research is on state education network schools located in the urban area of Aquidauana, with a more specific analysis of the knowledge objects of the 6th-grade Geography subject in lower secondary education. The research relies on the hypothetical-deductive method, hypothesizing that it is necessary to disseminate the concept of Geodiversity so that teachers can consciously relate curricular content with their surrounding environment, making learning more meaningful. As an approach method, research techniques, bibliographic and documentary analyses are used, with special attention to teachers' monthly planning, interviews, and fieldwork. Additionally, it seeks to identify the connection between BNCC content and students' reality, stimulating reasoning and interest in geography. It concludes that integrating this theme into geography teaching, aligned with public policies, can promote a more contextualized education. The appreciation of the local environment in the curriculum contributes not only to the students' development but also to the preservation and appreciation of the natural heritage of their respective communities.