Inteligências multiplas: no processo de ensino e aprendizagem nas aulas de geografia

Abstract

This paper addresses the application of the theory of Multiple Intelligences in Geography teaching in public schools in Atalaia Alagoas, with the aim of creating a more inclusive educational environment tailored to the diverse learning styles of students. The theory of Multiple Intelligences, proposed by Howard Gardner, suggests that different forms of intelligence influence how individuals learn and interact with educational content. This study investigates how these intelligences can be applied to overcome challenges found in contexts with limited resources. The research seeks to understand how these methodologies can be effectively adapted and applied in resource-constrained environments, contributing to the improvement of education and the promotion of a more inclusive learning experience. The objectives include analyzing the application of the theory in Geography teaching, identifying the methodologies used, evaluating their effectiveness in engaging students, and proposing guidelines for implementation in similar contexts. Following the premise of addressing the concepts of the theory and its application in teaching, the exploration of practical strategies to incorporate multiple intelligences into Geography teaching, and finally, presenting analyses of the results obtained and their implications. The conclusion highlights the study's contributions to pedagogical practice and proposes recommendations for future research. Geography in the school curriculum plays a fundamental role in the cognitive, social, and cultural growth of students, equipping them with the necessary skills to understand and interact with their surrounding environment. More than a mere exercise in memorizing geographical facts, Geography teaches students to analyze and interpret various spatial characteristics and their interrelationships.