As metodologias ativas na construção do raciocínio geográfico

Abstract

The spatial cutout evidenced in this research was the city of Viçosa/Alagoas, notably the Municipal School Pedro Carnaúba. This work has the general objective of analyzing the importance of active methodologies in the construction of geographic reasoning. It is guided by the following problem: Even in the face of so many innovations in the school environment permeated by the insertion of active methodologies, which and/or which barriers make them unfeasible in the construction of geographic reasoning by 9th grade students? In order to answer this question, a reflection was made on the teaching of Geography in Brazil, exposing the contributions of pedagogical practices that involve active methodologies, highlighting the student as the protagonist and contributing to the development of geographic reasoning. To deepen the study, we conducted a bibliographic survey, analysis of educational documents such as the Common National Curricular Base - BNCC, the National Education Plan and the Political Pedagogical Project of the school. As a methodological approach, we used participatory action research and for date analysis, content analysis, through data triangulation. The subjects of the research were three Geography teachers and 62 students that integrate the six 9th grade classes of the Pedro Carnaúba Municipal School. The results obtained demonstrate through the answers of the teachers through the questionnaires applied, the absence of adequate structure and resources for the insertion of active methodologies and that there is pedagogical training offered by the Municipal Department of Education, but not focusing on active methodologies. It was also verified, through the students' answers that they can make the relationship of the contents worked with their daily life. That said, it was evidenced through a systematic literature review conducted at the Capes Thesis and Dissertations Bank from 2018 to 2022 that for the construction of geographic reasoning it is necessary to use geographical categories, geographical questions: Where? Why there?, of scales and geographical principles. The relevance of this work is to discuss the importance of active methodologies in the construction of geographic reasoning, as well as the role of the teacher as a researcher who seeks through improvements in their teaching practices to contribute to the construction of a quality public education.