As metodologias de ensino do professor de geografia: o caso da escola escola Monsenhor Constantino Vieira-Cajazeiras-PB.

Abstract

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.