Navegando por Autor "Santos, Danielle Mariam Araujo dos"

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Análise e uso de geotecnologias como recurso didático na disciplina de geografia no ensino fundamental II em uma escola pública em Manaus/AM
(Universidade do Estado do Amazonas, 2024-02-20) Silva, Erika Pedrosa da; Wachholz, Flávio; Maia, Samara Aquino; Ferreira Júnior, João Carlos; Santos, Danielle Mariam Araujo dos
The popularization of geotechnologies applied to teaching is a fundamental technological tool in the process of learning geography, causing changes that influence the forms of interaction, observation and representation of geographical space. The aim of this research was to analyze the teaching of geography through the use of geotechnologies as a didactic resource in elementary school II at CETI Engenheiro Professor Sérgio Alfredo Pessoa Figueiredo, in Manaus-AM. The methodology used is exploratory and descriptive, as it is based on data collection, analyzing geography textbooks, the academic and continuing training of teachers, as well as the resources available to apply these tools. It also included a practical activity using Google Earth. As a result, the textbooks do not give geotechnologies a prominent role, mentioning only Remote Sensing and Digital Cartography, without establishing connections with the corresponding software. The teachers have a degree in geography, but in their training they did not acquire fundamental knowledge about geotechnologies and consequently do not use these tools as a teaching resource in the classroom. In addition, although the school has favorable conditions for the use of geotechnologies, it faces challenges, such as the lack of computers in the computer lab and, above all, limited access to the internet. The application of the activities was essential to help introduce the new technologies to the students, who used the place where they live as a starting point. In this context, this research contributes, to a certain extent, to the expansion of knowledge in geographical science, especially with regard to the introduction of geotechnologies in basic education. Keywords: Technological tool; Learning; Geographical science.
A contribuição da geografia para ações de educação ambiental: manejo de resíduos
(Universidade do Estado do Amazonas, 2024-02-16) Cruz, Daniele Pereira da; Cursino, Alcirene Maria da Silva; Santos, Danielle Mariam Araujo dos; Viana, Willian Carboni
Given the environmental problems in which we live, resulting from consumption, the generation of waste and their final destination, Environmental Education actions in schools are necessary. Since this enables the process that consists of a change in behavior to develop agents that transform and protect life on our planet, making these actions essential to contribute to raising students' awareness of environmental problems, seeking to minimize issues related to solid waste. . In the development of this research, we sought to analyze the contribution of geography in the teaching and learning process, highlighting the importance of Environmental Education through the contents worked in the classroom that combine the theme of Solid Waste in the 9th and 3rd year classes of High School. In this process, the main contribution came from the analysis of actions and approach to Environmental Education at School. The methodology used was descriptive and exploratory with a qualitative approach. The procedures were bibliographical research on the topic, followed by field research, where a survey questionnaire with five questions was applied to identify the knowledge that students had in relation to environmental education and solid waste, in the 9th grade class, thirty-eight. three (33) students participated and in the 3rd year thirty-one (31) students, it was possible to identify that the majority of students had no knowledge of the topic, after which classes were presented relating geography content to environmental education and solid waste, in the 9th year the content worked on was Globalization, and Environmental Education in the content was, Globalization and the Environment, at this time it brought up the problem of consumption and the production of waste caused by this process. In the 3rd year, the subject studied was Urbanization, Environmental Education in the content, it was with a research activity in their neighborhoods, where it was possible to make students reflect on urban pollution in the neighborhood in which they live, and bring it to the classroom the discussion of how to change this reality. To emphasize recycling, a workshop was held with the classes on the dynamics of selective collection, where students had to dispose of the waste in their respective bins. Finally, a questionnaire was administered again to check knowledge, and with results after classes, more than 90% of students responded positively. Thus, with the classes taught and the results of the questionnaire, the importance of geography in environmental education was concluded when proposed in a constant, interdisciplinary and transversal manner in its content with the perspective of forming citizens who are environmentally aware of their duties and responsibilities in the face of environmental problems. arising from the issue of responsibility for the waste generated as a result of their actions. Keywords: Environmental Education. Geography. Solid Waste. Recycling.
Ensino de cartografia em turmas do sexto ano do fundamental em uma escola pública de Manaus/AM
(Universidade do Estado do Amazonas, 2024) Santos, Yasmin Samara Trindade dos; Wachholz, Flávio; http://lattes.cnpq.br/0650631024838097; http://lattes.cnpq.br/1961212071922825; Ferreira Júnior, João Carlos; Santos, Danielle Mariam Araujo dos; http://lattes.cnpq.br/8179689636484146
This work is the result of a research project to conclude the geography course and refers to the teaching of cartography, which was carried out in 4 classes of 6th grade students at the Olga Falcone State School. The general objective of this study is to analyze cartographic knowledge in the sixth grade of elementary school. In order to carry out this work, bibliographic studies were carried out on the subject, an analysis of the methodological proposal for applying cartography in the classroom, including a survey of students, a survey of teachers and data tabulation. Through analysis and reflection on the results obtained, it was concluded that there is a lack of teaching materials in the school to make cartographic teaching more dynamic and that there are deficiencies in cartographic literacy. However, the research did yield positive results, as there was a good percentage of correct answers in the activities. The students were able to have an understanding of the subject, but with some flaws. But the teacher still makes an effort to ensure that the students learn in the best way possible, linking the content to the students' everyday lives. Key words: Cartographic literacy, Geography teaching, Maps.
Introdução à geografia física da terra indígena Coatá-Laranjal no município de Borba-Amazonas
(Universidade do Estado do Amazonas, 2024-02-08) Santos, Cledson dos; Santos, Danielle Mariam Araujo dos; Campos, Iolanda Aida de Medeiros; Mourão, Maria Helena Carvalho
The Coatá-Laranjal Indigenous Land is a territory designated for the indigenous peoples of the Mundurukú and Sateré-Mawé ethnicities, residing in the municipality of Borba, Amazonas state. The didactic presentation of the establishment of the Mundurukú and Sateré-Mawé ethnicities in the Coatá-Laranjal Indigenous Land, along with the physical characteristics of this Amazonian region intended for the occupation of these Brazilian people, lends significance to this work for society. It holds the potential to be useful for the contextualized teaching of geography to elementary students in the Coatá-Laranjal Indigenous Land, contributing to the development of textbooks and educational materials. The overall objective of this research was to analyze the geographical aspects of the Coatá-Laranjal Indigenous Land. For this purpose, the conditions of indigenous peoples in the context of 21st-century Brazil were examined, the history of the Mundurukú and Sateré-Mawé ethnicities in the state of Amazonas was investigated, and the physical geography of the state of Amazonas within the spatial scope of the Coatá-Laranjal Indigenous Land was reviewed. The research was exploratory and descriptive, employing both quantitative and qualitative approaches. According to data from the Brazilian Institute of Geography and Statistics (IBGE) for the year 2022, the indigenous population in Brazil reached 1,693,535 people, representing 0.83% of the total population. The Mundurukú are traditionally from the eastern Alto Tapajós to the Madeira River. The Sateré-Mawé historically inhabited the vicinity of the main course of the Amazon River, specifically between the Tapajós and Madeira rivers, in the regions of Maués, Andirá, and Tupinambarana. The Coatá-Laranjal Indigenous Land was officially homologated through the Decree of April 19, 2004. This act recognized and confirmed the administrative demarcation carried out by the National Indian Foundation (FUNAI), establishing the permanent possession of this land for the Mundurukú and Sateré-Mawé indigenous groups. Located in the sedimentary basin of the Amazon, specifically in the portion of the Amazon River valley corresponding to the middle and lower Amazon River, the Coatá-Laranjal Indigenous Land rests on a foundation composed of igneous, metamorphic, and sedimentary rocks ranging in age from the Archean to the Proterozoic, known as the Amazon Craton. The sedimentary cover of the basin dates back to the Phanerozoic, and the two shields delimiting the basin play fundamental roles in shaping the Amazonian landscape. The extensive drainage network in the Coatá-Laranjal Indigenous Land is distributed across 6 sub-basins of the Urariai-Canumã basin, featuring meandering channels and dendritic, trellis, and rectangular patterns. The predominant soil type in the Indigenous Territory (T.I.) is dystrophic yellow latosols with neosols, but gleissols soil type has also been identified in the extreme north of the T.I. Keywords: Coatá-Laranjal Indigenous Land; Mundurukú and Sateré-Mawé indigenous groups; Geological Aspects; Hydrography; Pedological Aspects.
O professor de geografia e o desafio da educação inclusiva
(Universidade do Estado do Amazonas, 2019-12-09) Ribeiro, Andréa Renata da Silva; Brito, Jane Lindoso; Santos, Danielle Mariam Araujo dos
School inclusion seeks to include all students of kindergarten, elementary school, social and cognitive impairment of various degrees, without distinction, in regular school, aiming to promote meaningful learning for all, also seeking to reduce prejudice and discrimination, stimulating the socialization of people with special educational needs to enjoy both educational and social spaces and environments. However, in a regular school, the inclusion of students with special educational needs is still seen with paradigms coated with inclusion, because, although these educational institutions assume in their discourse and even in the Pedagogical Political Project the curricular flexibility that actually contemplates the inclusion. However, in the classroom routine some teachers still present conservative practices that still disregard curricular flexibility as a necessary alternative in the context of learning. The research entitled “THE GEOGRAPHY TEACHER AND THE CHALLENGE OF INCLUSIVE EDUCATION” sought in its general objective: to analyze the inclusion process and to understand the differences between inclusive and special education and to identify its main characteristics to understand the teaching process. and student learning of inclusive education; proposed in its specific objectives: to describe the difference between special education and inclusive education and to reflect on Assistive Technologies for the teaching of Geography. The methodology has a qualitative approach, an analytical empirical method, which enables the researcher from the observation of the facts to establish analysis of the data collected from reality. The problem that guided this research was: Does the geography teacher understand the orientation of the inclusion policy for the use of pedagogical strategies assisted by assistive technology that meets the specificities of special education students? Exploratory research that used participatory observation for reality records. The results of the study point to the importance of using Assistive Technology in the classroom, and its excellent favoring in the process of meaningful learning and the importance of continuing education of Geography professionals for the care of students with special educational needs so that in fact. inclusive education is implemented. Keywords: Inclusive Special Education. Assistive Technology. Tactile Cartography.
A utilização de jogos no ensino de geografia
(Universidade do Estado do Amazonas, 2024-02-06) Leca, Felipe Arcanjo; Mafra, Marcela Vieira Pereira; Fortes, Mircia Ribeiro; Santos, Danielle Mariam Araujo dos
This is a final project whose theme is the use of games in teaching Geography, working on the theme of the Amazon River Hydrographic Basin. The objectives were: Discuss the use of games in the teaching and learning process and their importance in teaching Geography; build games that address the main rivers and hydrological characteristics in the Amazon; evaluate the viability of games built on the Amazon river basin in Geography classes. The methodology is qualitative and descriptive. The results show the feasibility of using the game constructed as a teaching resource in Geography classes, as the games aroused the interest of students and teachers in the subject, raised doubts and questions, provided opportunities for the use of knowledge constructed in previous classes and favored the revision of the content in a playful way. Keywords: Geography teaching; Amazon Rivers; Learning games.