Formação continuada e ensino de Geografia por meio do jogo Geovisão: uma proposta lúdica sobre o patrimônio natural e cultural de Taquaritinga do Norte-PE.

Abstract

This work discusses the contributions of the educational educational game GEOVISÃO to the teaching of Geography and to the continued training of teachers in the municipality of Taquaritinga do Norte-PE. The study starts from the understanding that the territory inserted in the methodologies constitutes a means to understand the processes of territorialization in the construction of educational practices that are more contextualized, participatory and connected to the sociocultural experiences of the subjects. The investigation aimed to propose the use of an educational board game, created from the natural and cultural elements of the municipality of Taquaritinga do Norte-PE, entitled GEOVISÃO, as a teaching resource for the continued training of teachers of geography and related areas, with a focus on promoting belonging. territorial, meaningful learning and appreciation of local heritage. Methodologically, the research is characterized as qualitative, applied in nature, exploratory approach and interventional design. The methodological procedures involved bibliographical research, document analysis, construction of the educational game, application of participant research, in addition to participant observation and use of instruments such as field records and semi-structured questionnaires. Teachers from municipal and state public education networks participated in the research, especially teachers linked to the areas of Geography and History. Data analysis was carried out based on the Content Analysis proposed by Bardin (2011), considering the perceptions and experiences built by participants during the participant research. The results showed that the educational game favored collective participation, dialogue between teachers, the appreciation of local heritage and the strengthening of relationships between territory, memory and geographic learning. It was also observed that the territory included in the methodologies constitutes a means to understand the processes of territorialization, expanding the interest of the participants and encourage more dynamic and contextualized pedagogical practices. As an educational product, the research resulted in the development of the game GEOVISÃO, designed as a teaching resource aimed at valuing the local territory and building more meaningful learning experiences in Geography teaching. It is concluded that the rapprochement between playfulness, territory and geographic education has significant potential for strengthening critical, participatory and socially referenced pedagogical practices.