FREITAS, J. P. S.; http://lattes.cnpq.br/5920881961509050; FREITAS, João Paulo de Sousa.
Résumé:
The present research proposes to make a discussion about the methodologies of the
professor of geography, aiming at the case of school Monsenhor Constantino Vieira.
Firstly, we will reflect on the trajectory of the Geography teaching in schools in Brazil
and the processes of renewal that this discipline has been through over time. This
activity provides discovering on how the geographic education has been happening
in the classroom, and how it has been taught by the teacher. We have made an
approach of the historic remission about the methodologies and the teaching of
geography to understand how they have been discussed overtime e how the
advancements on this subject have occurred on the educational system in Brazil. It
was made an approach on the textbook and its relationship with the teaching of
geography, seeking to realize its contribution as a didactic material and not as a
"dictator" of geographic knowledge. Some questions about teachers' education were
raised, so that we could understand the education processes and how they influence
the educator on the choice of the teaching methodologies. We aimed to clarify that
the teaching process depends not only of the teacher's education, but its
construction in a set of various elements, in which, the methodologies put into
practice in the classroom are part of them. We interpreted the speech of the pupils
that were collected by means of applied questionnaires. We dedicated ourselves to
understand every answer and, above all, realize what points of view the students
have concerning the methodological processes used to teach geography. From the
answers of those pupils, we examined which methodologies have been carried out in
the geography classes. We found out, given the model of analysis established for the
research. Involving questions related to teaching and learning of geography, that we
need to rethink the reality related to the methodological procedures and about the
content approaches presented in the classrooms of geography. We know that the
methodologies are not redeemers of teaching, let alone the teacher, but the research
can reveal to us how rich and important is to work the contents by means of
methodological processes selected for each content, where the greatest benefit will
be the student and his future as a citizen.