Geocenários digitais: uma abordagem inovadora para o ensino de Geografia

Abstract

Geotechnologies have been a theme present in the approach of teaching Geography, both for its pedagogical didactic potential and for the study of geographic space. However, it appears that in several public schools in the State of Rio Grande do Norte little is considered the pedagogical use of Geotechnologies in the teaching-learning process in the teaching of Geography. In this sense, a methodological didactic proposal was thought to collaborate in the understanding of geographic phenomena, through Digital Geocenarians in basic education and beyond. In this context, our research problem considers that Geography textbooks in basic education are insufficient to understand the geographic content according to studies by Martins (2019). Thus, Digital Geocenarians can be a pedagogical resource with high potential to qualify and innovate the teaching of this discipline, especially for the Landscape theme, allowing to observe the same geographical content at different scales (local and global), interconnected to different contexts in an interdisciplinary way and multidimensional. The study is guided by the following question: What are the theoretical, methodological and didactic-pedagogical contributions of Digital Geocenarians as resources that enhance the learning of teaching Geography? The general objective is to develop Digital Geocenarians as a teaching language applied in school Geography, through the elaboration of didactic scenarios that contemplate different Geography themes. In this way, our analytical path aims to demonstrate how the geographic contents presented from the perspective of Digital Geocenarians can contribute to the achievement of the learning and teaching objectives with regard to the development of geographical reasoning. Therefore, the following objectives were defined: a) elaborate a diagnosis of teachers who teach Geography (final years of Elementary School of the Municipal Network of Currais Novos / RN); b) build training activities with teachers participating in the study about the use of Digital Geocenarians; c) to present experiences of teaching and learning of Digital Geo-scenarios in the classroom in order to organize a didactic-pedagogical proposal for the inclusion of this resource in the teaching of Geography. We will have as a theoretical framework the studies of Bertrand (1971), Santos (1996) and Straforini (2004), in the search for the theoretical, methodological and conceptual construction of Digital Geocenaries, as well as the studies of Cavalcanti (1988) and Callai (2013) , who discuss the teaching of Geography today. The applied study, of an exploratory and descriptive nature, is inserted in the qualitative research-action research approach. It is considered that this proposal makes it possible to expand the knowledge base of teachers in the field of Geography, with repercussions on students' learning through Digital Geocenarians.