A contribuição do estágio supervisionado e do PIBID para o uso de múltiplas linguagens na geografia escolar.

Abstract

This work intends to analyze how the supervised practice and the PIBID can contribute to teaching and learning process of geography. Thus, Thus, considering the importance used in the classroom to construct the school geographic knowledge, and how the use of multiple languages enables the construction of the student's knowledge. Thus, by acting on the Supervised Practice in Geography II, executed during the month of August 2013 at M.E.I.E.F. Cecilia Estolano Meireles School in the 6th grade B and an environment study executed in São José de Piranhas­PB, the transposition of the São Francisco River in September 2015, with the scholarship students of Teaching Starting Institutional Program (PIBID) and classes of 8th grade B and 9th grade B, of E.E.F.M. Professor Crispim Coelho School, it was possible to use different languages in the teaching of geographic thematic to facilitate the understanding of the content by students. Therefore, the construction of the research this work was based in a bibliographic literature linked to the experiences of practice in the classroom, that was possible to reflect about the importance of methodologies and languages used in the Geography Teaching. So, it was seen, in the end of this research, that the multiple languages, in the Geography Teaching, contribute significantly in the understanding of the knowledge and the geographic thematic, as well as the learning process in the school environmen.