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Master's Dissertation
DOI
10.11606/D.48.2013.tde-27062013-161524
Document
Author
Full name
Julio Cesar Epifanio Machado
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2013
Supervisor
Committee
Castellar, Sonia Maria Vanzella (President)
Cavalcanti, Lana de Souza
Roberto, Lúcia Helena Sasseron
Title in Portuguese
A sequência didática como estratégia para aprendizagem dos processos físicos nas aulas de geografia do ciclo II do ensino fundamental
Keywords in Portuguese
Lugar (de vivência)
Obstáculo para aprendizagem
Processo físico elementar
Sequência didática
Abstract in Portuguese
A presente dissertação insere-se no grupo de estudos dedicado a Metodologia de Ensino de Geografia. Investigamos como ocorre a superação dos obstáculos para aprendizagem de um processo físico elementar nas aulas desta disciplina, organizadas através de uma Sequência Didática. Sua principal contribuição é fornecer subsídios teóricos e metodológicos para o planejamento de aulas de Geografia do Ensino Fundamental II que visem trabalhar com temas e conceitos comuns à Geografia Física. Este trabalho apóia-se em autores clássicos e contemporâneos que versam sobre a aprendizagem, a construção do conhecimento e os conceitos geográficos (PIAGET, 1948/2005; BACHELARD, 1938/2008; MEIRIEU, 2000; CAMILLONI, 1997; CASTELLAR; VILHENA, 2010; MONBEIG, 1956; SANTOS, 1997; ROSS, 2006; dentre outros). Procuramos demonstrar e analisar o processo de aprendizagem de um conceito no contexto de uma rotina escolar e segundo os pressupostos pedagógicos e geográficos adotados, o que nos permitiu estabelecer uma relação entre teoria e prática e, a partir desta experiência, teorizar a prática vivenciada.
Title in English
The teaching sequence as a learning strategy for physical processes in geography classes during the II cicle of ensino fundamental
Keywords in English
Elementary physical process
Learning obstacles
Place (of living)
Teaching sequence
Abstract in English
This present work is part of a study group dedicated to Teaching Methodology of Geography. We investigate how does the overcoming of obstacles to learning an elementary physical process in classes of this discipline, organized through a teaching sequence. Its main contribution is to provide theoretical and methodological planning classes of Geography to Ensino Fundamental II, aiming to work with themes and concepts common to Physical Geography. This work is supported by classic and contemporary authors that deal with learning, construction of knowledge and geographical concepts (PIAGET, 1948/2005; BACHELARD, 1938/2008; MEIRIEU, 2000; CAMILLONI, 1997; CASTELLAR; VILHENA, 2010; MONBEIG, 1956; SANTOS, 1997; ROSS, 2006, among others). We demonstrate and analyze the process of learning a concept in the context of a school routine and according to the geographical and pedagogical assumptions adopted, which allowed us to establish a relationship between theory and practice, and from this experience, theorising our experienced practice.
 
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Publishing Date
2013-07-05
 
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