O google maps e o ensino interdisciplinar de geografia nos anos iniciais do ensino fundamental

• Ano de defesa: 2022
• Autor(a) principal: Martins, Angélica Verônica de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM INOVAÇÃO EM TECNOLOGIAS EDUCACIONAIS
• Palavras-chave em Português: Interdisciplinaridade; Aprendizagem significativa; Sequência didática; Ensino fundamental; Google maps
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/48473

Amid the guidelines brought by official documents that direct to new pedagogical practices, teaching still presents a disciplinary concept, there is no interaction between disciplines, students continue as listeners without any protagonism during the teaching and learning process. In order to bring about changes, sensitize and motivate teachers from the municipal education network of Parnamirim/RN, the Google Maps tool was articulated to different subjects, in the early years of elementary school, in order to make learning more interesting and meaningful. A didactic sequence was developed and applied with teachers and students of the 4th year of the Luiz Carlos Guimarães Municipal School, giving rise to the GeoIntegra guide. The research presents characteristics of an action research, with a qualitative approach with exploratory stages. The general objective is to develop an interdisciplinary methodological proposal based on meaningful learning for teachers in the early years of Elementary School, with Geography and Google Maps as an integration link. As specific objectives we seek to i) identify teachers' difficulties and interests for innovation in their practices; ii) to elaborate a didactic sequence, articulating the contents of the different subjects and starting from the children's daily life using the Google Maps tool; iii) evaluate the didactic sequence with 4th grade students and teachers; iv) produce a didactic guide for teachers in the public school system in Parnamirim. In this way, we used as data collection instruments: questionnaires applied to teachers, conversation circles with students, in addition to the records made during the application of the didactic sequence. At the end of the research, through data analysis, it was found that the methodological proposal is a possible, adaptable and effective strategy for what is proposed. This work is characterized as a contribution to the area of Educational Technology and to the interdisciplinary teaching of Geography, for bringing a new perspective to teaching in the early years of Elementary School.