LEITE, J. D. C.; http://lattes.cnpq.br/7112569049955328; LEITE, Jefferson Daniel Cordeiro.
Résumé:
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.
