“Encontros e desencontros no ensino e aprendizagem geográfica": um estudo nas turmas de 7º ano da Escola Estadual Professor Aderson de Menezes, Parintins-AM.

Abstract

The present work brings a recent investigation regarding the teaching of Geography in the State School Teacher Aderson de Menezes, located in the city of Parintins-AM. This research brings reflections of circumstances observed and noted in the classroom during the field research conducted at the school in question. According to these perspectives, we noticed how important it is to review the way teaching-learning is done in the classroom, regarding the orientation offered to the students in the Elementary School. Thus, this research aimed to bring this problematic, describing it from experiences, but pointing out possible solutions, which should be observed and discussed both in the Academy and in the school, in agreement with the direction and the teaching staff. The research aimed to analyze how the didactic and methodological relationships are developed in the geographic teaching and learning process in the 7th grade of the Aderson de Menezes school. To achieve this, it was necessary to reflect on the historical process of the Geography teacher's training; to know the reality of the geographic teaching and learning process experienced by the teacher in the classroom; and to observe if the pedagogical practices developed by the teacher arouse the student's attention and interest in the classroom. To accomplish this work, we used the on-site method for verifications and notes pertinent to the work. In addition to this, the research instruments used were audio recordings, interviews, and the application of a questionnaire, given the difference in teaching methodology, and the students of this state school. Through this, we reiterate that this research goes beyond the walls of the University, making the academic and non-academic community have free access to this work, demonstrating interest in discussing and transforming the teaching of Geography, inserting students in practices and experiences in the field, making them into opinion-forming citizens and dialoguing in society.