A geografia no ensino médio: reflexões sobre o processo de ensino aprendizagem.

Abstract

This research proposes to discuss teaching and learning relationships in Geography in High School, reflecting on the factors that can lead to demotivation of students towards teaching this discipline. In this way, we aim to develop a analysis of the factors that interfere in the teaching-learning of Geography in High School. To achieve this objective, we initially promoted a theoretical discussion about the issues that guide the teaching processes in the School, having as reference the tendencies pedagogical practices that have been presented for school subjects. Next, we promote a analysis of the discussions that have been held in relation to the teaching of geography, focusing on teaching relationships centered on methodologies. This discussion prepares us to undertake a reflection on the reductions between teaching and learning in our research universe, which consists of students and the third year high school teacher at the State School Elementary School and Middle School Monsenhor Vicente Bezerra, located in Aurora - Ceara, where from observations of the school routine, questionnaires applied to students and between semi-structured view developed with the teacher we seek to debate the newsrooms that permeate the teaching and learning process and which has led, according to our hypotheses, the students' apathy towards teaching this discipline. We then check teaching geography, despite all the innovations regarding the guidelines presented for teaching, it still has relevant deficiencies and needs.