Os problemas socioambientais no ensino de Geografia: as questões locais nos anos finais do ensino fundamental

Abstract

This thesis work merges in the need for understanding about socioenvironmental local urban problems from the students of the Final Grades of Elementary School. For this, it was realized an action-research with the young schoolers from the 7th and 8th grades of an Elementary School located in the city of João Pessoa-PB. The investigation work had as objective to analyses the process of the teaching-learning process in the Geography classes for the Final Grades of Elementary School, in which it proposes the use of methodologies that provide the comprehension of the socioenvironmental city problems, from the perspective of a critical and citizen education. The diagnosis of the problem reveled itself through the difficulties the students present regarding the concepts comprehension, the themes and the elements this thematic. Such difficulties are reflection of the actual curriculum organization, the courseware that distance the social questions from the environmental question in the urban space, as well as the traditional narrative practices from the teachers in relation to the approach of the themes and the contents. The work, methodologically, made use of the action-research, considering above all the social environmental reality of the subjects participating in the research. Thereby, the pedagogical practices developed in the school, thought five didactic sequences, reveled themselves as promoters of a Geography teaching with sense to student lives. The pedagogical practices proposes were developed from the use of different didactic instruments, as well as dissimilar methodologies, in which we prioritize the dynamicity, the group work and the use of the research, based on the perspective of a problematizer education. From that, the students are no longer receivers and became protagonists in the teaching-learning process, observing and recognizing the socioenvironmental precariousness that configures itself in their social daily. The research proves the hypothesis of the actual organization of the Geography teaching do not provides to the students the reflection and the comprehension about their places and socioenvironmental problems inserted in the logical of social inequality reflected in the urban space. In this sense, the thesis of a set of pedagogical practices that relate the geographical knowledge in/from the student places, associating the social question to the natural elements and providing a interactivity in classroom, provides a critical and citizen formation against the socioenvironmental urban problems was proven.