SAIGEO: sala de aula invertida no ensino-aprendizagem de Geografia

Abstract

In this work, we reflect on active teaching-learning methodologies in Geography, with the proposition of a didactic booklet about Flipped Classroom (FP) in the teaching of this school discipline (SAIGEO). We chose the proposal of a didactic booklet due to the fact that it presents itself as a didactic resource that can be easily made available to the teacher, in addition to being highlighted by professional colleagues as a didactic resource that can be used in the teaching of Geography in different school realities. Our intention is that the booklet on SAIGEO supports teaching work in the perspective of dynamic, interactive, critical and contextualized Geography teaching, in the sense of citizenship. Thus, teachinglearning based on sufficient competences and skills to understand the geographic space, in the different scales and geographical connections. Thus, the general objective of the work is to produce a didactic booklet about SAIGEO, whose content subsidizes the teachinglearning of Geography according to the principles of dynamics, interactivity, criticality and contextualization. Specifically, we aim to: reflect on the teaching of Geography from the perspective of active teaching-learning methodologies; plan the preparation of a didactic booklet on SAIGEO; and make available virtually the booklet on SAIGEO, to be used in teaching and learning Geography in different school realities. In order to achieve the research objectives, we used theoretical reflections - as a result of the bibliographic research carried out - and analyzes of the teaching of Geography according to our experience and professional praxis in teaching this school discipline in a public school in Patos, Paraíba. The language of the booklet about SAIGEO was produced in an accessible way to the teacher and the student - particularly, from the final years of Elementary School II, so that this material can subsidize the teaching practice, but also be read by the student, as an active participant of the educational process. We hope that the proposed booklet will serve as a teaching aid for the teacher to mediate the educational process in Geography through the inversion of the classroom, as well as being useful for the student to understand this process, especially with regard to its role in the achievement of learning.