The concept of place in Geography textbooks for the 1st year of Elementary School
In this article, we reflect on the role of the textbook in relation to the place dimension and in relation to teaching knowledge in the use of this teaching tool. Therefore, the objective of the work was to analyze how the concept of place is approached in Geography textbooks for the 1st year of Ele...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Geografia Ensino & Pesquisa (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/83955 |
| Acceso en línea: | https://periodicos.ufsm.br/geografia/article/view/83955 |
| Access Level: | acceso abierto |
| Palabra clave: | Livro didático Lugar Ensino de Geografia Ensino Fundamental Textbook Place Elementary School Geography teaching Libro de texto Enseñanza de la Geografía Enseñanza fundamental |
| Sumario: | In this article, we reflect on the role of the textbook in relation to the place dimension and in relation to teaching knowledge in the use of this teaching tool. Therefore, the objective of the work was to analyze how the concept of place is approached in Geography textbooks for the 1st year of Elementary School - Early years. We adopted as a methodological approach a qualitative approach to bibliographical research and documentary investigation, whose investigative procedures included an analysis based on theoretical reflections on the National Book and Teaching Material Program (PNLD), with the interpretation of data referring to the concept of present place in 14 PNLD 2023 textbooks based on discursive textual analysis and the processing of information in relation to the theoretical perspective adopted and the data obtained in documentary research. Consequently, as results, we found that the adoption of the term place is constant in the textbooks analyzed, on the other hand, there is also a need to present the conceptual sphere in these works. Therefore, although most of the textbooks analyzed do not present the concept of place but rather examples of this analytical dimension, we can state that the presentation given to this dimension is relevant to School Geography, especially when considering it as a lived space from the humanist perspective, which is the one that appears most in these works. |
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