Desenhando lugares na geografia dos anos iniciais do ensino fundamental: proposição de uma sequência didática em tempos pandêmicos

Abstract

The present study, developed in the scope of the Professional Master in Geography (GEOPROF/UFRN), proposes, based on the geographic concept of place, to undertake a critical analysis of the use of drawing as a language that contributes to the development of geographic reasoning in the early years of elementary education. With this thought, the present work aims to elaborate and present an educational product in the format of a didactic sequence containing theoretical and methodological guidelines for the study of the concept of place, mediated by the language of drawing, in order to guide teachers in their future work in Geography in the early years of elementary school. In addition to this general objective, three specific objectives were established: to highlight the concept of place from a humanistic phenomenological perspective and its reverberation in the Geography of the early years of elementary education based on the National Curriculum Parameters (BRASIL, 1997) and the Common National Curricular Base (BRASIL, 2018); to understand the potential of the language of drawing for the Geography of the early years of elementary education; and to identify the perceptions of teachers about the role of drawing in Geography classes. Given the above, the research was based on the use of the qualitative approach in education according to Bogdan and Biklen (1994), regarding the methodological procedures the study is based on three sources: bibliographic, documentary and empirical. The information collected was systematized and analyzed through Bardin's content analysis (2011). The theoretical framework in the context of geographical thought, highlights the place from Dardel (2011) and Tuan (2013); regarding the place as school content we seek subsidies in the PCNs (BRASIL, 1997) and the BNCC (BRASIL, 2018); regarding the children's drawing are explained the studies of Luquet (1969), Mèredieu (2006), Piaget (1975; 1994) and Vygotsky (1991; 2009) and regarding drawing as a language for Geography teaching, the studies of Pontuschka, Paganelli and Cacete (2007), Almeida (2011), Miranda (2005), Oliveira Jr (1994; 2011) and Theves (2017; 2018) are taken for analysis. The theoretical contribution helps in the validation of the potential of drawing as a language and strategy for teaching Geography. The unfoldings of the analyses undertaken and the context of the Pandemic caused by the New Coronavirus (SARS-CoV-2) were the basis for the elaboration of the textual material, i.e., the didactic sequence proposal, which contains basic guidelines for the elaboration of lesson plans (in remote or face-to-face format). The educational product, designed to be developed with 1st and 2nd grade classes of elementary school, is focused on the study of the places where children live, and will serve as a guiding element for the organization of classes, which can be applied and adapted by teachers during their practice in the early years of elementary school.