O Geozine: uma linguagem transitiva na leitura do lugar e da paisagem para os conteúdos geográficos

• Ano de defesa: 2020
• Autor(a) principal: Viana, João Paulo Teixeira
• 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 GEOGRAFIA - GEOPROF - CERES
• Palavras-chave em Português: Geozine; Ensino de Geografia; Linguagem; Paisagem; Lugar
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/30354

The school, as a social institution, citizen and trainer requires innovations to meet the needs of the student who arrives at the educational space. Information is increasingly available and access to different languages becomes a reality. However, there are significant deficiencies of the students in competences, such as: understanding, contextualizing and relating. The geography teacher brought to this scenario is challenged to create teaching strategies that induce the student to experience school geography as a field open to innovation and with the different languages that are in daily life. Thus, the research proposes a study on teaching strategies for school geographic contents, having Geozine as a source for its development. The central purpose of this research is to understand Geozine as a transitive language that behaves as a didactic-pedagogical strategy for the teaching of school Geography. Methodologically, the research was developed initially from an exploratory research on the school reality and the teaching of geography in secondary sources: IBGE, MEC and Educational Census. Then an exploration was carried out in loco, at the Escola Municipal Francisca Avelino, Escola Estadual Professor Clotilde de Moura Lima and Escola Estadual Joaquim Nabuco, public education institutions in the city of Taipu-RN. To continue the study we conducted the deepening of the theoretical framework from the selection of authors who address topics on language, language and communication and its interface with the teaching of geography, the geographical concepts of Place and Landscape and finally, on Fanzine and Geozine. The understanding is based on the exploration of the notions of place and landscape, having first as focus, a didactic construction workshop called "The Geozine: Building a didactic metalanguage" for the geography teachers of the city of Taipu-RN. And then we proceeded with the methodology, this time focused on the didactic action of Geozine in teaching practice, specifically directed to the observation and analysis of a class, where the teacher applied Geozine as a didactic strategy. We went through different bibliographic authors, actors of the teaching and learning process (teachers and students) and of the geographic space having the inspiration of the places and landscapes of the city of Taipu. All this journey served to give a greater density to Geozine language and how it can be applied, transitive, metalinguistic in the pedagogical making of the teacher.