A música como recurso didático na construção do raciocínio geográfico nas aulas de geografia

Abstract

The present study deals with the valuation and use of music as a didactic resource in the construction of spatial thinking and geographic reasoning, bringing to the scope of the discussion elements from the teaching of geography in the current context. In view of this, music is incorporated into the teaching of geography and explored as an essential component, in which it plays a fundamental role in the construction of knowledge aimed at understanding reality. The central approach is inserted through the need for an innovative look at teaching-learning, thus, we highlight the importance of using music as a didactic resource in geography classes, focusing on spatial thinking and geographic reasoning. So, how can music positively impact geography classes? The general objective is to emphasize the importance of music as a didactic resource in the construction of geographic reasoning and its spatiality in Geography classes from the 6th to the 9th grade. However, so that we could understand how this tool is used, we rely on qualitative research, where observations were made, data collection and analysis of results, where we can conclude, that this instrument, even though it is a didactic resource with enormous potential for usability for the Geography teaching, is still very little used, due to a posture of conservative tendency.