Uma leitura sócio-espacial da geografia escolar desenvolvida na Escola Municipal de Ensino Fundamental Papa Paulo VI.

Abstract

The work in prominence is themed A Socio-Spatial Reading School Geography Developed in Municipal Elementary School Pope Paul VI and is justified due to the development of our social, cultural, political and historical, many of the conflicting times, subject to the strength of the state in which we find ourselves. The importance about this proposal may be seen in the midst of spatiotemporal evolution suffered by the school, especially with regard to income ratios, internal and external, and through this reflection, considering the distended difficulties over the years in the educational system. This research aims to observe how has been developed the teaching of geography in class the final years of elementary school and identify the main difficulties encountered in these groups and what has caused and how they interfere directly in the classroom. Also tries to analyze the opinions of key individuals involved in this process, teachers and students, noting that the methodologies have been developed to promote integrated knowledge and spatiality of students in the society and the difficulties in articulating them with contemporary complexities and technological innovations. The methodological procedures used for this research were, according to their proper criteria, methods of deductive approach and monographic procedure and the research techniques are characterized by formal and systematic process of the scientific method development through the use of scientific procedures in brief explanatory character described by the literature, the documentary research, the field survey and the case study. Upon execution of this research we can present as results from the data collection and analysis, the increase in learning rates obtained by the school in the past and the cooperation given under the influence of geography teaching in the final years of elementary school, through the practices teaching developed in line with the use of diverse teaching methodologies.