This study sought to explore the interface between environmental education (EE) and school geography with a view to understanding a process of curriculum reform in the context of Lesotho. The research was based on the curriculum reform process that was initiated by a Danish donor-funded project, known as the Lesotho Environmental Education Support Project (LEESP), which operated from 2001 to 2004. Driven by a sustainable development imperative, the project was intended to assist Lesotho in the implementation of local action for Agenda 21 by introducing environmental education into the formal education system. Deviating slightly from much published research on geographical and environmental education, which focuses on how geography contributes to environmental education, this study explored how the latter has shaped the former in terms of content and pedagogy. Using the lens of critical curriculum theory, I sought to understand the political nature of the curriculum and of curriculum change, focusing on the LEESP curriculum policy development, dissemination and implementation at classroom level. The study employed Bernstein's concepts of classification and framing to illuminate issues of power and control between discourses, and between teachers and learners. Operating within an interpretive qualitative research orientation, the study used a case study method focusing on five secondary/high schools in Lesotho. The data was generated through document analysis, interviews and classroom observations. The study examined the assumptions, values and ideologies underpinning environmental education curriculum intentions as reflected in LEESP documents. It also investigated the social process of conceptualising and disseminating environmental education to understand the challenges faced as education practitioners made sense of environmental education innovations in the specific contexts of Lesotho, and how these could possibly influence what happens at the classroom level. The analysis of the LEESP documents revealed that while there are many areas of synergy between the LEESP environmental education policy guidelines and the national education ideals in Lesotho, achievement of the transformational visions of action competence, which was the overarching concept in the reform process, would require major structural changes. The study also highlights issues of participation, contestations, tensions and contradictions associated with the conceptualisation and dissemination of environmental education. At implementation level, there is a disjuncture between environmental education policy intentions and practice. Geography teachers in the research schools generally understood the existence of environmental education in their schools in terms of environmental management. The findings also revealed that while there is generally a strong environmental dimension in geography content, as reflected in both curriculum materials and classroom practice, the subject still retains its disciplinary boundaries and makes little use of knowledge from other subjects or the everyday knowledge of the learners. Finally, it emerged that while the geography teachers in their rhetoric espoused learner-centred methods, in practice they generally employed traditional teacher-centred and book-centred methods. The study concludes that a lack of change in school geography in Lesotho, of the sort envisaged in LEESP, may be attributed to contextual and structural factors such as an overemphasis on examinations, and certain perceptions on the part of teachers and learners embedded in the history and culture of their society. A model of teacher professional development capable of supporting curriculum change is therefore proposed.

School geography has been identified as the one subject which has the most potential to develop pupils' ability to identify with their community and with their environment. Through the development of a sense of place pupils are encouraged to become effective perceivers, users, appreciators, evaluators and developers of their environment (Catling 1987. This approach to the teaching of geography implies that the content and the teaching strategies need to be perceived as relevant. Relevance in this study is taken to incorporate not only the needs of the pupils and the community but also of the subject. The location of this study in Venda, an area which is predominantly rural in nature sought to emphasise the important role which rural settlement geography can play in aiding the development of these pupils' sense of place and social identity. The research therefore concentrated on the approaches and teaching strategies used in the teaching of rural settlement in Venda secondary schools. This was achieved through a survey which involved geography teachers and pupils in the Thohoyandou inspection area. The place of rural settlement in the current geography curriculum was established through an analysis of the relevant syllabuses, textbooks and senior certificate examination papers. This analysis was primarily undertaken to illuminate the extent to which rural settlement geography in the South African curriculum complies with accepted criteria for relevance. The study revealed that the teaching of rural settlement in Venda is textbook-related and teacher- directed with no attempt to capitalise upon the pupils' experience of their rural environment. This was largely ascribed to the constraints of the syllabus and the demands of the examination system. When allied to the problems teachers have concerning syllabus development, the validity and relevance of this aspect of the syllabus is reduced. More importantly, because the local environment is not perceived as having value in the teaching of geography, the Venda pupils' perception of the value of their environment is diminished.

This portfolio of work represents three research projects on issues related to teacher education. The research was undertaken at Dr. W.B. Rubusana College of Education over a period of three years. The first project is a situational analysis that attempts to determine whether the college is capable of meeting the challenges placed on it by the evolving South African Educational System. The key finding is that the college is not ready to embark on the changes required by the Ministry of Education chiefly because its educators and learners are seemingly not ready to embrace change. The second project is a case study that attempts to determine whether a group of 12 Senior Primary students at the college are able to interpret photographs of the local environment and as such provide evidence of their ability to be environmental educators through the medium of geography. The findings indicate that they are only able to read the photographs at a very superficial level. Their poor communication skills and their disadvantaged backgrounds seem to prevent them from achieving the level of thinking required for them to be effective environmental educators. The third project describes, analyses and evaluates a fieldwork study done with a class of Senior Primary students at the college. While the students did not achieve the necessary progression from 'look and see' to 'enquiry based' fieldwork the project was valuable in that it was an educative experience for both teacher and learner and provides evidence of the value of action research and reflective teaching.

The research emerged out of a need to address firsthand classroom concerns. The problem identified was that the D.E.T. geography syllabus had a Western-orientated world-view and, as such, was largely inappropriate to the experiences of township pupils. As a result, education in townships tends to maintain the status quo and the marginal position of the majority of South Africans. Recent unpublished research has shown that fieldwork is an effective compensatory tool. If fieldwork is used in the township , it can utilize the local environment which is familiar to pupils. Fieldwork, as an approach, has an additional advantage of being a vehicle for the empowerment of users. The research sets out to explore the potential of the township environment as a site in which fieldwork can be undertaken. Numerous opportunities are identified and these have been developed into fieldwork exercises. Out of the preparatory work, a need arose to establish the viability of doing township fieldwork. The concern is that, in spite of fieldwork appearing in the secondary school syllabus for a number of years, it is a largely unexplored teaching approach. This necessitated the testing and evaluation of fieldwork opportunities in the township environment. The chaotic conditions of township education impinged upon the research process, causing its premature termination. The latter part of the research process raises questions of an ethical nature. Notwithstanding these problems, several positive factors emerge; the negative aspects should not be allowed to overshadow the benefits of the research. An emancipatory action research framework is used to evaluate the research process. The study concludes by highlighting the main issues raised in the research and makes recommendations concerning topics requiring further investigation.

Education systems are currently undergoing transformational changes throughout the world and one of these changes is a shift from a philosophy of positivist paradigm to constructivist paradigm of teaching. Accordingly, constructivists claim children actively construct their knowledge rather than absorb information spoken to them by teachers. Therefore, the constructivist teaching of Geography places emphasis on the fact that learners should think more, understand and responsible for their own learning. This study thus focused on the practice of constructivist methods in the teaching of Geography at preparatory secondary schools of Ethiopia. Geography is colourful and an outdoor oriented subject in which learners could get good opportunities to construct their knowledge through various in-and-out of school activities. Thus, constructivist methods are useful for Geography learners to develop their intellectual capacity for life-long learning and for generic skills such as critical thinking, information processing, problem solving, decision-making, etc. Therefore, the main purpose of this study was to investigate the merits and reasons for teacher dominance in the pedagogy of Geography and to suggest learner-centered teaching strategies in the context of constructivist principles on learners’ learning activities to liberate them from passive learning pedagogy. The study was confined to six Higher Education Preparatory Secondary Schools out of 20 preparatory schools of the South Wollo Administrative Zone of Amhara state of Ethiopia. It employed mixed-method approaches (qual-quant) and descriptive survey design. The target population for this study was 1053 Social Science learners and 12 Geography departmental heads and teachers. Among 1053 learners 199 learners were sampled through random sampling technique. But all Geography teachers and departmental heads were taken as the main participants through purposive sampling techniques. Semi-structured interviews, observation, documents and questionnaire were the main data collection instruments for the study. Data that were collected through interviews, observation and open-ended questionnaire were analysed inductively using narrations and descriptions through words, phrases and statements, whereas the data collected from documents were organised in the form of tables and analysed via percentage and mean. However, data that were collected through close-ended questionnaires were edited, coded, classified, tabulated and organised in the form of tables havebeen analysed through frequency, percentage and mean via SPSS software. Based on the analysed data, findings were depicted. The findings of the study revealed that Geography is a unique discipline and its syllabus was prepared in line with the country’s education policy which encourages constructivist approaches of teaching. However, majority of teachers frequently practice traditional teaching methods. Moreover, the study also identified that lack of teachers’ professional training about the practice of a variety of learner-centered methods and continuous assessment techniques, lack of experience about learner-centered teaching methods both on the part of teachers and learners, low interest and commitment on the part of teachers, teachers’ failure to utilise teaching materials, placing of less competent learners in the Social Science stream, learners’ low interest to learn and incapability to learn through learner-centered methods, learners’ low engagement in the teaching activities, learners’ disturbance, shortage of time, absence of plasma TV transmission and shortage of resources such as school facilities, instructional media, reference books, Geography room, department room, pedagogical center, lounge and scarcity of budget were considerable hindrances on the implementation of Geography syllabus through the constructivist approaches of teaching methods. Based on the findings of the study, recommendations were made to the concerned bodies to alleviate the hindrances and to encourage the practice of constructivist teaching methods and making the learners free from teachers’ dependency. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2016-10-17T19:37:01Z No. of bitstreams: 1 ZANCHETTA_Juliana_2016.pdf: 18235177 bytes, checksum: 2e2fe7ed61e0dfad92b28cd1678e0c56 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2016-10-18T10:52:04Z (GMT) No. of bitstreams: 1 ZANCHETTA_Juliana_2016.pdf: 18235177 bytes, checksum: 2e2fe7ed61e0dfad92b28cd1678e0c56 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2016-10-18T10:52:21Z (GMT) No. of bitstreams: 1 ZANCHETTA_Juliana_2016.pdf: 18235177 bytes, checksum: 2e2fe7ed61e0dfad92b28cd1678e0c56 (MD5) / Made available in DSpace on 2016-10-18T10:52:33Z (GMT). No. of bitstreams: 1 ZANCHETTA_Juliana_2016.pdf: 18235177 bytes, checksum: 2e2fe7ed61e0dfad92b28cd1678e0c56 (MD5) Previous issue date: 2016-05-20 / Não recebi financiamento / We consider the first contribution of an execution of a field work in a school is that students leave their classrooms to study geographical contents, this fact brings an approach between theory and practice. Thus, this teaching methodology allows us to analyze, to question and to problematize the world in spite of the school walls, understanding it like a result of socioeconomic dynamics, conflicts of interests and contradictions wich are part of our reality and influence our experiences and interpretation of what is real. Thus, the use of the field work’s methodology requires not only a teachers planning, but also work conditions that allow teachers remove their students of classrooms and offer them a singular activity that stimulate a meaningful learning. An obstacle to be confronted is the way how Education has been considered by the consumer society guided by neoliberal ideas that have influenced teachers preparing, curriculum materials and educational processes at schools, wich are focused on form technically competent people with specific skills. Although mentioned in Geography National Curricular Parameters like a possibility to build a critical reading about landscapes, the field work is not a priority yet to geography teaching in public schools of São Paulo state, supressing the curriculum. Thus, the general objective of this research was put into operation the execution of field works with students of a public school, thinking about its importance, possibilities, potentialities and limitations, order to establish an interconnected analysis between official documents that concerns the geography teaching in São Paulo state and teachers preparing and conditions. For this pourpose, this study was organized in three steps, as follows: 1) Bibliographic survey, wich in a first moment we could see the importance of a field work to research and geography teaching and, in a second moment we reflect upon the influence of neoliberalism in teachers preparing and in educational processes nowadays, intervening on the performance of field work’s activities at school. 2) Documental research, focused on analysis of PCNs and Oficial Curriculum of São Paulo state, allowing certify the mininal importance given to field investigations activities in geography teaching; and 3) Empirical research, with the establishment of three field work with students from a public school located in Tatuí/SP, making it possible to determine some difficulties for its execution, but a great students feedback as in relation to learning motivation as the way how they built new significances to contents, extending beyond memorization. For analysing the contribution of field work on students learning we consider the precepts of Theory of Meaningful Learning, proposed by David Paul Ausubel, with interpretation of Professor Marco Antônio Moreira. / Consideramos que a primeira contribuição da realização do trabalho de campo na escola é a retirada dos alunos da sala de aula para o estudo dos conteúdos geográficos, propiciando uma aproximação entre teoria e prática. Assim, essa metodologia de ensino possibilita analisar, questionar e problematizar o mundo além dos muros da escola, compreendendo-o como fruto das dinâmicas socioeconômicas, conflitos de interesse e contradições que compõem nossa realidade e interferem diretamente em nossa vivência cotidiana e leitura do real. Assim, o uso da metodologia do trabalho de campo exige não apenas o planejamento docente, mas também condições de trabalho que permitam aos professores retirar os alunos da sala de aula e oferecer a eles uma atividade diferenciada que estimule a aprendizagem significativa. Um obstáculo a ser enfrentado é a forma como a Educação tem sido concebida pela sociedade de consumo, guiada por preceitos neoliberais que têm influenciado a formação de professores, os materiais curriculares e os processos educativos nas escolas, voltados para formar pessoas competentes tecnicamente e com habilidades específicas. Embora citado nos Parâmetros Curriculares Nacionais de Geografia como possibilidade para a construção de uma leitura crítica das paisagens, o trabalho de campo não é ainda uma das prioridades para o ensino de Geografia nas escolas públicas estaduais paulistas, sendo suprimido do Currículo. Assim, o objetivo geral desta pesquisa foi analisar e refletir sobre as possibilidades, potencialidades e limitações para a realização de trabalhos de campo com alunos do ensino fundamental no âmbito das escolas da Rede Pública estadual paulista, de forma a estabelecer uma análise articulada aos documentos oficiais que amparam o ensino de Geografia no estado de São Paulo, bem como à formação e condições de trabalho docente. Para tanto, este trabalho foi estruturado em três momentos, a saber: 1) a pesquisa bibliográfica, na qual em um primeiro momento constatamos a importância do trabalho de campo para a pesquisa e o ensino de Geografia e, em um segundo momento, refletimos sobre a influência do neoliberalismo na formação do professor e nos processos educativos na atualidade, interferindo na realização de atividades de campo nas escolas; 2) pesquisa documental, com enfoque para a análise dos PCNs e do Currículo Oficial do Estado de São Paulo, possibilitando atestar a pouca importância dada às atividades de pesquisa de campo no ensino de Geografia; e 3) pesquisa empírica, com a operacionalização de três trabalhos de campo com alunos de uma escola pública do município de Tatuí/SP, sendo possível constatar uma série de dificuldades para sua realização, porém um grande retorno dos alunos tanto em relação à motivação para a aprendizagem, quanto na maneira pela qual construíram significados novos aos conteúdos, indo além da memorização. Para a análise da contribuição do trabalho de campo para a aprendizagem dos alunos consideramos os preceitos da Teoria da Aprendizagem Significativa, preconizada por David Paul Ausubel, com interpretações atuais do professor Marco Antônio Moreira.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T14:09:59Z No. of bitstreams: 1 ROETHIG_Camila_2016.pdf: 9961201 bytes, checksum: 5152af15735fd51fb8c56df6baf9ad09 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T14:10:09Z (GMT) No. of bitstreams: 1 ROETHIG_Camila_2016.pdf: 9961201 bytes, checksum: 5152af15735fd51fb8c56df6baf9ad09 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T14:10:18Z (GMT) No. of bitstreams: 1 ROETHIG_Camila_2016.pdf: 9961201 bytes, checksum: 5152af15735fd51fb8c56df6baf9ad09 (MD5) / Made available in DSpace on 2017-01-18T14:10:26Z (GMT). No. of bitstreams: 1 ROETHIG_Camila_2016.pdf: 9961201 bytes, checksum: 5152af15735fd51fb8c56df6baf9ad09 (MD5) Previous issue date: 2016-03-18 / Não recebi financiamento / Resumo em inglês não informado pelo autor. / O tema desta dissertação de mestrado em educação é sobre o Trabalho de Campo na formação do licenciado em Geografia e na sua atuação docente. O seu objeto de estudo é a interpretação das falas dos professores iniciantes de Geografia, egressos da UFSCar (turmas: 2009, 2010), à luz da bibliografia que o trabalho traz e orientada pelos métodos da pesquisa qualitativa em educação (BOGDAN, BIKLEN). Nesta perspectiva de pesquisa, o estudo de caso é o melhor caminho para a condução deste trabalho, tendo como principal instrumento de produção de dados a entrevista (LÜDKE, ANDRÉ). Objetiva investigar de que maneira os professores de Geografia iniciantes interpretam o Trabalho de Campo na sua graduação e na atuação na educação básica. Para isso tem como objetivos específicos: identificar e localizar os egresso da licenciatura em Geografia da UFSCar – Sorocaba, atuantes na educação básica, especialmente os que realizaram atividades extra-sala de aula (ou a tentaram em algum momento do seu percurso profissional); entender de que modo o Trabalho de Campo contribuiu para a formação do egresso, professor iniciante de Geografia; e clarificar as contribuições das atividades de Trabalho de Campo da graduação para a prática do professor iniciante de Geografia. Alguns autores foram elencados paras as discussões de fundamentação teórica e dialogo com as interpretações dos sujeitos de pesquisa, entre os quais: Fiori, Girotto, Pontushchka, Cavaco e Loureiro.

Made available in DSpace on 2014-06-11T19:24:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-08-30Bitstream added on 2014-06-13T20:31:29Z : No. of bitstreams: 1 gracioli_fr_me_rcla.pdf: 1663070 bytes, checksum: 847ab89bf85c0d01b3c079c1fa67489e (MD5) / O período representativo da Primeira República (1889-1930) significou para o Brasil o esforço de construção de uma ideia de nação e de uma identidade nacional, até então bastante difusos para o brasileiro. Por meio dos livros, didáticos ou não, e por meio de uma cultura escolar nascente, estas ideias passaram a povoar o imaginário popular do estudante e do cidadão brasileiros, fixando símbolos e princípios para a sustentação de um território genuinamente nacional. Neste sentido, o propósito deste estudo concentrou-se em investigar a expressão do conteúdo relacionado à identidade nacional na formação geográfica do estudante de nível primário da escola do período republicano, associando os conhecimentos veiculados pelos livros didáticos utilizados à época aos conhecimentos geográficos expressados na Geografia de Dona Benta (1935) de Monteiro Lobato. Buscando responder às questões que perguntam: “quais são as concepções de conhecimento geográfico expressadas na obra em questão?” e “quais as contribuições da obra para a construção das representações do espaço geográfico e para a produção da identidade nacional no período da Primeira República no Brasil?” desenvolvemos uma análise dos indícios textuais e gráficos trazidos por Lobato na construção da sua Geografia. Partindo do pressuposto de que a experiência funda novas perspectivas, entendemos que a Geografia proposta por Lobato cria novas espacialidades a partir da experiência vivida do espaço pelo leitor, por meio de uma literatura que resgata um poder de criação e de imaginação próprios da língua, subvertendo os padrões da escrita e dos usos da palavra em uma época de intensas e significativas transformações na vida cultural do Brasil. Na sua Geografia desliteraturizada, Lobato cria um novo modo de se relacionar com os espaços... / The representative period of the First Republic (1889-1930) meant to Brazil the effort to build a sense of nation and national identity, hitherto quite diffuse for the brazilian. Through books, textbooks or not, and by means of a spring school culture, these ideas began to populate the popular imagination of students and brazilian citizen, setting symbols and principles for support of a genuinely national territory. In this sense, the purpose of this study focused on investigating the expression of content related to national identity in shaping the geographical student primary school Republican period, combining the knowledge conveyed by textbooks used at the time to the geographical knowledge expressed in Geografia de Dona Benta (1935) by Monteiro Lobato. Seeking to answer the questions they ask: what are the conceptions of geographical knowledge expressed in the work in question? and what are the contributions of the work for the construction of representations of geographic space and the production of national identity in the period of the First Republic in Brazil? develop an analysis of textual and graphic evidence brought by Lobato in the construction of its geography. Assuming that the fundamental experience new perspectives, understand that geography proposed by Lobato creates new spatialities from the experience of space by the reader, through a literature that rescues a power of creation and imagination own language, subverting standards of writing and uses of the word in a time of intense and significant transformations in the cultural life of Brazil. In his Geography desliteraturizada, Lobato creates a new way of relating to geographical spaces, founds a geographicity, especially Brazil, to think of it from their own identity forms, allowing your reader to imagine and design these spaces to their so without, however... (Complete abstract click electronic access below)

Made available in DSpace on 2016-06-07T17:12:24Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-10-15. Added 1 bitstream(s) on 2016-06-07T17:17:06Z : No. of bitstreams: 1 000864653.pdf: 3875664 bytes, checksum: 513a6a6cad1f7d036c77746e590e5391 (MD5) / Esta pesquisa qualitativa caracterizou-se como estudo de caso, cuja coleta de dados ocorreu por meio de dois projetos pedagógicos, em que foram aplicados questionários pré-estruturados com questões abertas e fechadas, além da observação participante da professora pesquisadora, gerando dados analisados posteriormente sob o olhar fenomenológico. Participaram efetivamente desta pesquisa dois grupos de alunos matriculados no Ensino Fundamental e Médio de uma escola da rede estadual de educação do Estado de São Paulo, com idade entre doze e dezoito anos. Esta pesquisa investigou se o interesse desses dois grupos de adolescentes sobre os problemas socioambientais causados pelos Resíduos Sólidos Urbanos - RSU pode estar relacionado ou não ao conhecimento dos mesmos sobre o assunto em questão. A coleta de dados ocorreu no período compreendido entre maio e dezembro de 2012, durante o desenvolvimento das atividades pedagógicas teóricas e práticas realizadas no espaço escolar e não escolar. A princípio os adolescentes não se mostravam interessados nem preocupados com os problemas socioambientais causados pelos RSU, entretanto, ao participarem das atividades pedagógicas, demonstraram preocupação ao compreenderem os conceitos relacionados a esses resíduos, assim, podemos afirmar que o desinteresse desses alunos adolescentes pelos impactos socioambientais causados pelos RSU, está associado à falta de compreensão e apreensão dos conceitos relacionados a esses resíduos / This qualitative research war characterized as a case study whose data collect was given by two educational projects in which questionnaires were applied pre structured with open and closed questions beyond teacher-researcher's observation, generating data that will be analyzed under the phenomenological eye. Two groups of students of elementary and high school from a São Paulo State system's school aged between twelve and eighteen actually did participate of the research. This research investigated if the level of interest of this two groups about social environmental problems, caused by the Urban Solid Waste - USW may be related or not with the level of knowledge about this subject. The data collection occurred in the period between May and December 2012, side by side with the development of practical and theoretical educational activities in the scholar space and out of there too. In the beginning they seem not to be worried, not even interested about the social environmental problems caused by USW, however, to participate in the educational activities, they expressed concern and understood the concepts related to this waste, so then, we are able to affirm that the lack disinterest of this teenagers by the social environmental impacts caused by USW is related to the lack of comprehension and apprehension of the concepts related to this waste

O presente trabalho consiste, primeiramente, de uma pesquisa teórica que almejou fundamentar aquilo que lhe seguiu: uma pesquisa-ação, efetivada e apresentada aqui, na área do ensino de Geografia para os primeiros anos do ensino fundamental. A pesquisa-ação pretendeu estruturar situações de ensino envolvendo conceitos geográficos para os anos iniciais de forma a mostrar sua relevância para a compreensão do próprio espaço vivido por parte dos educandos. Esta pesquisa foi desenvolvida em uma escola da rede privada de Caxias do Sul, com duas professoras regentes do 3º ano, e é de natureza qualitativa, pois pautou-se nos pressupostos da metodologia da pesquisa-ação. A mesma foi efetivada em encontros presenciais entre a pesquisadora e as professoras, e encontros semipresenciais entre as educadoras. Esses momentos possibilitaram debates em torno do processo de formação de conceitos na criança, embasado na teoria sociocultural de Vygotsky e sobre o ensino de Geografia na fase inicial da alfabetização. Foram utilizados autores que estudam a presença dessa disciplina no ensino. Tais encontros possibilitaram a organização e implementação de atividades no fazer pedagógico das educadoras levando em conta o aparato conceitual da Geografia no estudo do município de Caxias do Sul. As metodologias empregadas permitiram que os alunos identificassem e compreendessem diversos aspectos do meio em que viviam. Esse tipo de investigação permite que o pesquisador atue, no local escolhido para a pesquisa, como um agente contextualizado que busca aproximar discussões teóricas e contribuir para o processo de ensino-aprendizagem. A análise dos resultados revelaram que esse tipo de aproximação da pesquisadora do lócus da pesquisa oportuniza novos olhares sobre os processos de aprendizagem, em especial em relação ao ensino de Geografia, o qual mostra contribuir imensamente na fase de escolarização, como essa pesquisa o demonstra. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-30T18:13:46Z No. of bitstreams: 1 Dissertacao Jordana Bogo.pdf: 2761817 bytes, checksum: 386f2294320d26a0aa0a00c25efbfe9f (MD5) / Made available in DSpace on 2014-05-30T18:13:46Z (GMT). No. of bitstreams: 1 Dissertacao Jordana Bogo.pdf: 2761817 bytes, checksum: 386f2294320d26a0aa0a00c25efbfe9f (MD5) / This work consists primarily of a theoretical research that sought to justify what followed: an action research, showed and presented here. This action research has the intend to structure teaching situations involving geographical concepts for the early years to show its relevance to the understanding of space itself experienced by students. This study was conducted in a private school in Caxias do Sul, with two conductors teachers of the third year, and this research is qualitative, it was based on the assumptions of the methodology of action research. The research was made on face meetings between the researcher and the teachers, and half-face meetings between the educators. These meetings enabled discussion around the process of concept formation in the child, based on Vygotsky´s sociocultural theory and the teaching of geography in early literacy. Authors who study the presence of geography in education were used to this study. These meetings also allowed the organization and implementation of the pedagogical activities of educators taking into account the conceptual apparatus of geography in the study of the city of Caxias do Sul. The methods used allowed the students to identify and understand various aspects of the environment in which they lived. This type of research allows the researcher to act in the place chosen for the research, as an agent in context which aims to bring the theoretical discussions and contribute to the teaching-learning. The results showed that this type of approach a researcher at the place of research nurture new ways of understanding the learning processes, particularly in relation to the teaching of geography, which shows contribute immensely in the process of schooling, as this survey demonstrates.