A dicotomia ensino e aprendizagem na disciplina de Geografia nos anos iniciais do ensino fundamental

Abstract

The teaching of Geography carries within itself the pedagogical proposals that guide an entire educational context of learning and training of students, either in content or in comprehensive training, as advocated by the Law of Directives and Bases of Education (LDB) and the Common National Curricular Base (BNCC). Precisely for this reason, the theoretical approaches of such curricular unit is constituted in favor of a range of information in favor of several areas of knowledge. In this context, Cartography is one of these sciences that cuts across geographic knowledge. In basic education, in particular, students learn with Cartography the localization and develop the notion of belonging to a place of locality. This can be said because learning to be and to be in a certain territory reshapes the proposals for knowledge of a learner on the way to self-knowledge of himself and where he lives. Based on this, it is possible to talk about curriculum and reflect on its importance in education, because the diversifi ed part of the content needs to be given and recognized as unique in the face of teaching and learning obstacles. From this point of view, this work aims to discuss the conditions in which the teaching/learning relationships are found in the public elementary school, major and minor, regarding the initial series from the first to the ninth year, with regard to the contents focused on Cartography and the uses of its traditional tools of evolution and contemporary availability in the midst of the present pedagogical challenges. This is a bibliographical work of exploratory nature. Coherently, the discussions end in a context of understanding that learning cartography requires pedagogical possibilities free from various obstacles common to the making of the teaching-learning process that permeate the classroom and awaken the teacher's need to know how to diagnose and intervene on the teaching proposals.