O ensino de geografia e a convivência com o semiárido: pesquisa-ação com alunos do ensino médio no município de Olivedos-PB

Abstract

This thesis is based on the need to overcome difficulties that high school students present in understanding aspects that involve Brazil’s semi-arid region. These aspects need to be analyzed with a critical attitude by agents who participate in teaching-learning process construction. Based on this assumption, the objective of the research is to analyze the teaching-learning process about Brazilian Semi-arid in Geography classes in high school students, inhabitants of this region, to propose a contextualized practice based on the perspective of coexistence. The problem was diagnosed, indicating that the approaches of this region in the teaching of Geography were insufficient and that the relations between local and regional dimensions in relation to Brazilian Semiarid has been incipient, as it can be in the curricular organization in didactic materials, in practices teachers, among other aspects. Methodologically, the study used action research and the results were described following qualitative approach. Such methodology appreciated the participation of the students and provided a very dynamic and enriching teaching. Investigation through the actions developed in Geography class seeks a reading, analysis and interpretation of the issues that affect the region. A set of teaching situations was applied in High School classes, in Monsenhor Stanislaw Municipal School, located in the Municipality of Olivedos (PB). The activities emphasized the action mediated between teacher-student and student-student, based on theoretical references of Geography teaching, curriculum, action research and the paradigms that permeate the discussion about the Brazilian Semi-arid region. The actions were planned, systematized, developed and analyzed, in order to change a current situation in the region approach in Geography teaching, but also sought an understanding of the demands, learning, challenges and perspectives for the region. This research proved the hypothesis that the approach of aspects and questions about the Semiarid in the studied school was neglected and insufficient. However, actions developed by and from the students, their daily experiences and experiences have brought valuable contributions to the development of basic skills, to understand and interpret important and relevant situations in facing problems, such as drought, resulting in a Geography teaching more engaging and meaningful.