Objetos de conhecimento e vivências cotidianas discentes: os desafios do ensino de geografia nos anos iniciais.

Abstract

The monographic work discusses the challenges of significant learning in teaching Geography, during the early years. The choice of this theme is justified by the need to study how the relationship between objects of knowledge and the daily lives of students and students takes place. Thus, the general objective of the work is to investigate the correspondence between objects of study to the daily experiences of students, in order to promote a meaningful learning of school content in Geography in the early years. The specific objectives, in turn, consist of: reflecting the challenges faced by teachers in the face of the relationship of conceptual objects to the students' daily lives; discuss interdisciplinarity in school practices of teaching Geography with other areas of knowledge; as well as examining the use of the textbook as a tool for teaching school geography. Based on the notions “geographic literacy and world reading”, in order to investigate and discuss the object of study, as well as to meet the defined objectives, the work included the studies of the following authors: Callai (2000, 2005, 2010, 2011); Castrogiovanni (2000); Bartz et. al (2017); Dornelles and Karnopp (2016); Freire (1999); Portela (2018); Santos et. al (2019); Silva and Leão (2017). The methodology to carry out this investigation is characterized, therefore, by the qualitative approach, with the development of the bibliographic-documental method in a public institution of the municipal network of Cajazeiras-PB. This is a research whose data analysis is carried out through the interpretation of constructed sources (interviews), articulated with the guiding theoretical contribution and documentary sources. The monograph is structured in 5 (five) chapters, comprising "introduction", "3 (three) theoretical and descriptive-analytical chapters", and "final considerations". As conclusions, it is understood that school geography, even though it has modified its practices over the years, still faces many challenges to carry out a teaching capable of articulating the objects of knowledge to the daily experiences of students. Through the research carried out, it is considered that teaching based on the study of the textbook is still predominant. This reality demands that teachers, especially in the Early Years, have access to continuing education courses that enable teachers to be closer to geographical concepts.