Cartografia dos ritmos: a regionalização do Brasil a partir da música
The proposals of different methodologies to teach Geography, usually articulated with the Arts, usually result in positive responses for the understanding of this science. When we explore a subject in a school context, we need to consider this practice as part of a learning construction process....
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/48463 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | The proposals of different methodologies to teach Geography, usually articulated with the
Arts, usually result in positive responses for the understanding of this science. When we
explore a subject in a school context, we need to consider this practice as part of a learning
construction process. Therefore, it is essential to dynamize the mechanisms of assimilation of
the concepts dealt with in different themes related to Geography. As a proposal of this
dissertation, we intend to produce a cartography that uses Brazilian music as a reference, as a
circumstantial tool linked to a game. The main objective is to describe the pedagogical
strategy entitled "Cartography of Brazilian Rhythms: The Regionalization of Brazil through
Music", sharpening the audition in the sense of the perception of themes sung in the verses of
songs, such as: relief, climate, vegetation, hydrography, population, regionalities,
multiculturalism, slangs, among others. As methodological resources, the research considered
a qualitative and bibliographic approach in its initial part and used action research, along with
ludic teaching, generating the feeling that learning happens in a recreational way. In this way,
we approached experiences of use of this proposal in elementary school, in high school, and
in higher education, as tactics to teach the content of regionalization of Brazil in different
levels of school instruction. We use a theoretical reference allied to the conceptions of a
cultural-humanistic geography as authors VALLEGA (2006); CLAVAL (2007); DOZENA
(2016) and among others that reveal possibilities of compression of the geographic space by
the sensations inherent to it. As results, the research demonstrates didactic possibilities able to
work geography under the act of "learning-playing" geographic contents, as an example of the
regionalization of Brazil through regional songs. |
|---|