O conceito de território: Uma análise da concepção dos professores do ensino fundamental no município de Bayeux-PB

Abstract

This study analyzes the concept of territory in the design of geography teachers and didactic books of the 7th to 9th grade of elementary school in the town of Bayeux-PB at City Elementary School John Fernandes de Lima. The same had the following objectives: to identify the teaching knowledge about territory and its correlation with the textbook of geography, investigated from the teaching resources used by teachers to introduce the concept of territory in the repertoire of students. To be able to achieve these objectives it was necessary to develop a geographical survey in three complementary moments, the literature review, the desk research and field research. The theoretical foundations were anchored in a critical perspective on the following authors: Haesbert (2007), Raffestin (1993), Souza (2003), Saquet (2009), among other authors investigating the concept of territory in contemporary times. From the field research was possible to understand that the concept of territory should be worked in the classroom taking into account the different territories of which students belong in which they build their daily lives, individually or in groups. From this perspective, it is clear that the demands on geography teaching require a focused work for geographic learning of the student, the teacher's work is therefore to make it possible for student learning, this means that the central subject of teaching is students with their cognitive process, and the teacher's role is that of mediation.