A educação geográfica nos anos iniciais do ensino fundamental: relatos de experiências na escola herman lundgren

Abstract

This study focuses on analyzing the teaching-learning process of Geography in the 5th grade of Elementary School, with a focus on critical approach as an essential strategy in teaching the subject. The main goal is to investigate the experiences lived in the PROLICEN project, highlighting the connection of studying the subject to the students' reality. However, we often face challenges in imparting this knowledge superficially to students. The critical approach stands out as an important strategy in teaching Geography, as it connects the study of the subject to the reality experienced by students and also to phenomena that they are not yet aware of. By valuing geographic space as an object of study, it promotes a deeper analysis of the relationships between society and space, considering factors such as culture, economy, politics and the environment. Didactics, in turn, plays an essential role in Geography teaching, providing a conducive environment for students' cognitive development. Through the use of playful activities, students have the opportunity to experience challenging situations, work as a team, use creativity, solve problems and develop critical thinking. Furthermore, the use of dynamic teaching resources contributes to making the teaching-learning process more effective. The theoretical foundation involves the analysis of socio-spatial relations, power structures, socioeconomic inequalities and the role of cultural aspects in the configuration of geographic space. Playfulness continues to play an important role in the educational process, even in 5th year classes, favoring students' socialization, interaction, autonomy, knowledge and social adaptation. The application of teamwork is a method applied to direct the specific content of the Geography discipline in a lighter and more enjoyable way. The use of appropriate teaching methods, based on the theories of meaningful learning, constructivism and active learning, contributes to effective and meaningful education, allowing students to construct knowledge in a relevant and applicable way. Furthermore, it is important to consider evaluation methods that make it possible to check students' progress and the effectiveness of the teaching-learning process. Formative assessment, for example, allows students to monitor their development throughout the process, through diverse activities that encourage reflection, creativity and active participation by students.