Geography apprehended in school education: a study carried out in a school in the municipality df Maravilha, in Santa Catarina-Brasil
Geography is the science that seeks to understand the complexities of geographical space. This dynamism is linked to the transformations that human beings cause and which ends up reverberating in the school space. It is believed that schools should provide students with the opportunity to develop cr...
| Autores: | , , , |
|---|---|
| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2025 |
| País: | Brasil |
| Recursos: | Universidade Federal de Santa Maria (UFSM) |
| Repositório: | Geografia Ensino & Pesquisa (Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/88899 |
| Acesso em linha: | https://periodicos.ufsm.br/geografia/article/view/88899 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Geography Teaching Conceptual notions Geografía Enseñanza Nociones conceptuales Geografia Ensino Noções conceituais |
| Resumo: | Geography is the science that seeks to understand the complexities of geographical space. This dynamism is linked to the transformations that human beings cause and which ends up reverberating in the school space. It is believed that schools should provide students with the opportunity to develop critical sense. To this end, curricular subjects such as Geography can contribute by developing geographical thinking. With this in mind, the question arises: How do students in the ninth year of elementary school understand the Geography curriculum based on what they have been taught in the classroom? With this in mind, we set ourselves the general objective of identifying the main conceptual understanding that ninth grade students at a municipal school in the city of Maravilha (SC) have in relation to the subject of Geography. To this end, we propose the following specific objectives: 1) To discuss the importance of teaching Geography in the formation of the subject; and, 2) To present the geographical concepts learned, based on the application of a semi-structured questionnaire. The methodology adopted is based on qualitative research, intertwined with action research, supported by neomodernity, forming a powerful coalition for this type of approach, characterized by the analysis of interpretations, comparisons and exposure of data from other studies and research. It also involves bibliographical research, characterized by the use of scientifically prepared materials. It is, therefore, an article that seeks to understand the conceptual notion formed by ninth grade students about Geography and that demonstrates its relationship with the students’ daily lives. It was observed that school geography is able to build lasting concepts and notions in students, in a significant way, which is demonstrated when they are able to relate everyday interactions with geographical concepts learned in the classroom. |
|---|