(Re)pensando a atuação docente no ensino de Geografia nos anos iniciais do ensino fundamental

Abstract

This work aims and analyze pedagogical practices in the teaching of Geography in the initial years of Elementary Education, highlighting the resources that favor meaningful learning. It is necessary to point out that this initial phase is in the literacy process, where the priority is reading and writing. Given this, it is essential to discover how Geography can contribute to the acquisition of this knowledge. It also aims at the importance of the teacher as mediator and director of more dynamic classes, using new tools that help the student to better understand the world in which it is inserted. The basis for this work was made through a bibliographical survey of authors and academic papers that discuss strategies that assist in the teaching / learning process. Part of the process of this work is a research done with 10 (ten) teachers from the initial years of the municipal public network. In this sense, search for elements that allow the understanding of this scenario, regarding new educational paradigms, a field that has the scope of the study of wanting to learn / want to do / want to change and launches reflection on didactics as a tool to improve the educational process.