O google maps e o ensino interdisciplinar de geografia nos anos iniciais do ensino fundamental
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 bri...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/48473 |
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| Resumo: | 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. |
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