Formação de professores de geografia à luz das metodologias ativas de ensino: desenvolvendo projetos interdisciplinares na Educação Básica
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Data
2018-01
Autores
Orientador
Martins, Silvana Neumann
Banca
Martins, Silvana Neumann
Silva, Jacqueline Silva da
Bublitz, Grasiela Kieling
Schwertner, Suzana
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Resumo
O presente estudo é o resultado de uma investigação realizada a partir de um curso de formação para professores de Geografia do município de Arroio do Meio/Vale do Taquari/RS/BRA. A pesquisa foi desenvolvida ao longo do primeiro semestre de 2016 e teve por objetivo verificar as contribuições de uma proposta interdisciplinar, mediada por metodologias ativas e desenvolvida ao longo do curso de formação mencionado, para as práticas pedagógicas desses professores de Geografia, atuantes na Educação Básica. O referencial teórico que embasa este estudo fundamenta-se em Gatti (2003), sobre a formação de professores; em Santos (1994), Castrogiovanni et al. (2013) e Pontuschka (2005), sobre a Geografia; em Fazenda (2009 e 2015), sobre a interdisciplinaridade; e em Berbel (2011), sobre metodologias ativas de ensino. Nesse viés, a pesquisa configurou-se em uma abordagem qualitativa, aproximando-se de pressupostos da pesquisa-ação e do estudo de caso. A coleta de dados foi realizada por meio de dois questionários compostos de perguntas abertas e fechadas, mapas conceituais, diários de bordo, gravações de vídeo e fotografias. Os resultados que emergiram desta pesquisa foram analisados a partir de aproximações da técnica da análise de conteúdo (BARDIN, 2012). A partir do curso de formação, obteve-se a organização e o desenvolvimento de sete projetos interdisciplinares, envolvendo 26 professores, em nove escolas do município, beneficiando 195 alunos. Os resultados apontaram diversas contribuições advindas do engajamento de professores na construção de projetos pedagógicos interdisciplinares com um olhar diferenciado na abordagem de conteúdos em diferentes disciplinas. Dessa forma, os conteúdos desenvolvidos em sala de aula, a partir de práticas pedagógicas ativas e diferenciadas, trabalhadas ao longo do curso de formação, contribuíram para a melhoria da compreensão de mundo, do ensino e da aprendizagem dos professores de Geografia envolvidos.
The present study is the result of an investigation carried out from a training course for teachers of Geography of the municipality of Arroio do Meio / Vale do Taquari - RS. The research was developed along the first half of 2016 and had the objective of verifying the contributions of an interdisciplinary proposal, mediated by active methodologies, developed during the course of training mentioned for the pedagogical practices of these geography teachers, acting in basic education. The theoretical framework that bases this study is based on Gatti (2003), on the teachers formation; in Santos (1994), Castrogiovanni et al. (2013) and Pontuschka (2005), on geography; in Fazenda (2009 and 2015), on interdisciplinarity; and in Berbel (2011) on active teaching methodologies. In this bias, the research was set up in a qualitative approach, approaching the presuppositions of the action research and the case study. The data collection was performed through two questionnaires composed of open and closed questions, conceptual maps, logbooks, diaries with recordings and photographs.The results that emerged from this research were analyzed using approximations of the content analysis technique approach (BARDIN, 2012). As a result of the Teachers Formation course, seven interdisciplinary projects were organized and developed, involving 26 teachers, in nine schools in the municipality, benefiting 195 students. The results pointed out several contributions from the teachers' engagement in the construction of interdisciplinary pedagogical projects with a different look at the approach of contents in different disciplines. In this way, the contents developed in the classroom, based on active and differentiated pedagogical practices worked along the training course, contributed to the improvement of the world understanding, teaching and learning of the Geography teachers involved.
The present study is the result of an investigation carried out from a training course for teachers of Geography of the municipality of Arroio do Meio / Vale do Taquari - RS. The research was developed along the first half of 2016 and had the objective of verifying the contributions of an interdisciplinary proposal, mediated by active methodologies, developed during the course of training mentioned for the pedagogical practices of these geography teachers, acting in basic education. The theoretical framework that bases this study is based on Gatti (2003), on the teachers formation; in Santos (1994), Castrogiovanni et al. (2013) and Pontuschka (2005), on geography; in Fazenda (2009 and 2015), on interdisciplinarity; and in Berbel (2011) on active teaching methodologies. In this bias, the research was set up in a qualitative approach, approaching the presuppositions of the action research and the case study. The data collection was performed through two questionnaires composed of open and closed questions, conceptual maps, logbooks, diaries with recordings and photographs.The results that emerged from this research were analyzed using approximations of the content analysis technique approach (BARDIN, 2012). As a result of the Teachers Formation course, seven interdisciplinary projects were organized and developed, involving 26 teachers, in nine schools in the municipality, benefiting 195 students. The results pointed out several contributions from the teachers' engagement in the construction of interdisciplinary pedagogical projects with a different look at the approach of contents in different disciplines. In this way, the contents developed in the classroom, based on active and differentiated pedagogical practices worked along the training course, contributed to the improvement of the world understanding, teaching and learning of the Geography teachers involved.
Descrição
Palavras-chave
Formação de professores; Geografia; Metodologias ativas de ensino; Interdisciplinaridade
Citação
BEUREN, Elisabete Penz. Formação de professores de geografia à luz das metodologias ativas de ensino: desenvolvendo projetos interdisciplinares na Educação Básica. 2017. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 31 mar. 2017. Disponível em: http://hdl.handle.net/10737/1717.