Desenhar, pintar e aprender o meu lugar no ensino de Geografia contextualizado para as escolas do semiárido.

Abstract

This research presents the results of an action carried out in Geography classes, through which drawings were produced as a didactic resource that enhances the construction of knowledge, making the classes playful, pleasurable, contextualized and dynamic. Therefore, it is understood that the use of mediation strategies such as teaching resources is important to facilitate learning and overcome the difficulties that students have during their school career, as well as working in a contextualized way, associating the playful experience of artistic making with experiences from the sociocultural context of the students. Thus, the research aimed to produce and experiment in the school context with drawings as a didactic resource that facilitate the understanding of the concept of Place in contextualized Geography teaching for elementary school students, through mediation. This research is qualitative, focusing on participatory research. Therefore, the collected data were analyzed descriptively and interpretively, as this is characterized by the observation and correlation of facts, seeking to describe the characteristics or relationships existing in the actions carried out in the room. pedagogical intervention at various times. It is verified that the pedagogical intervention was relevant for the learning of the participants, as they made drawings referring to the content worked in the classroom and, later, presented it to classmates, showing full mastery of the content worked on and understanding of the geographical concept of Place. Based on the results of this experience, it is concluded that artistic drawing in mediation was a potentiator in the teachinglearning process in Geography classes.