Made available in DSpace on 2014-11-10T11:09:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-04-03Bitstream added on 2014-11-10T11:57:50Z : No. of bitstreams: 1 000790080.pdf: 4710793 bytes, checksum: 96ff06ba5c4c42ce0517c3f2a4cee3b2 (MD5) / A presente pesquisa, realizada no campo do ensino da Geografia, tem como objetivo demonstrar a construção metodológica do ensino, baseada na degradação ambiental do córrego Ribeirão Preto, para os alunos da primeira série do Ensino Médio da escola Estadual Djanira Velho, em Ribeirão Preto – SP, realizada nos anos de 2012-2013. Inicialmente, procuramos entender o papel da Geografia, influenciada pelas correntes pedagógicas fundamentadas no neoliberalismo, que versam sobre o desenvolvimento dos indivíduos por competências e habilidades. Posteriormente, buscamos referenciais teóricos que pudessem embasar a presente pesquisa, contrapondo-se às pedagogias hegemônicas do ―aprender a aprender‖. Entendemos que a pedagogia histórico-crítica, fundamentada na psicologia histórico-cultural, pautada nos estudos de Vigostski, corrobora para entendermos a concepção de sujeito e sua relação com o ensino, revelando a maneira como o sujeito aprende e internaliza os conceitos produzidos historicamente, promovendo desenvolvimento na mente dos indivíduos. Por meio de uma ação dialógica estabelecida com os alunos, a partir de uma abordagem focada na questão ambiental, sistematizamos o trabalho em três etapas: a primeira referiu-se à compreensão do objeto de estudo, a segunda, à confecção da maquete e a terceira, ao trabalho de campo. À medida que as etapas foram sendo cumpridas, reorganizávamos as atividades com foco nas indagações dos alunos. A atividade, nessa perspectiva, qualifica alunos e professores numa relação dialética, entre sujeitos e o objeto de estudo. As análises das produções dos alunos possibilitavam a busca por uma metodologia que promovesse interação, focando a compreensão do manancial. A instrumentalização dos sujeitos com os conceitos da Geografia permitia-lhes fazer uma leitura qualitativa do lugar de vivência, mostrando-lhes as contradições do espaço urbano da cidade de Ribeirão Preto,... / This research, conducted on the teaching of geography, aims to demonstrate the methodological construction of school -based environmental degradation river Ribeirao Preto, for students in the first grade of secondary school teaching Djanira Velho in Ribeirão Preto - SP, performed in the years 2012-2013. Initially, we sought to understand the role of geography, influenced by pedagogical trends based on neoliberalism, which address the development of individuals with skills and abilities. Subsequently, we seek theoretical frameworks that could base the present research, in opposition to the hegemonic pedagogies of learning to learn . We understand that the historical critical pedagogy, grounded in historical cultural psychology, based on studies of Vygotsky , corroborates to understand the concept of the subject and its relationship with teaching , revealing how the subject learns and internalizes the concepts produced historically , promoting development in minds of individuals . Through a dialogical action established with students from an approach focused on environmental issues, systematize the work in three steps: the first referred to the understanding of the object of study, the second, for the manufacture of the model and the third , the fieldwork . As steps were being met we reorganized activities focusing on questions of students. The activity, in this perspective, qualifies students and teachers in a dialectical relationship between subject and object of study. The analysis of students' productions made possible the search for a methodology that promotes interaction, focusing on understanding the stock. The instrumentalization of the subjects with the concepts of geography allowed them to make a qualitative reading of the place of experience , showing them the contradictions of urban space in the city of Ribeirão Preto , socially produced and individually appropriate, revealing the plot engendered by capitalist relations...

Made available in DSpace on 2014-06-11T19:27:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-10-30Bitstream added on 2014-06-13T20:56:58Z : No. of bitstreams: 1 lima_as_me_rcla.pdf: 2057412 bytes, checksum: f1cf14bcd610da2b97a719194155136c (MD5) / Coordenadoria da Gestão de Educação Básica (Cenp) / Este trabalho discute as práticas que uma professora construiu para ministrar o ensino de Geografia no quarto ano do ensino fundamental por meio do uso do Atlas Escolar Municipal de Sumaré (SP). O objetivo principal do atlas escolar municipal é promover a identidade e o pertencimento através do conhecimento sobre o lugar. Iniciamos com um breve relato sobre a Cartografia Escolar no Brasil, enfatizando os principais eventos que contribuíram para a sua evolução, sequencialmente trataremos da apresentação teórico-metodológica do Atlas Escolar Municipal de Sumaré (SP). Destacamos a metodologia da pesquisa dentro de uma abordagem qualitativa, utilizando-se de registros em caderno de campo, observações de aulas e entrevistas. Os dados obtidos revelam que os saberes mobilizados pela Professora Esperança (nome fictício) são provenientes da sua prática, adquiridos na experiência cotidiana do trabalho docente. Envolve também saberes que provêm desde memórias de sua infância, da época de quando era aluna, até da troca com outros docentes mais experientes. Por meio do atlas escolar o aluno tem uma melhor compreensão do lugar onde vive que se amplia através do trabalho de campo realizado pela Professora Esperança. Reconhecemos que as relações que se estabelecem entre sujeito (aluno)-objeto (atlas escolar) e mediador (professora) não se limitam à esfera cognitiva, mas atinge a esfera afetiva. Por ser moradora de Sumaré a professora mantém uma relação de afetividade com o lugar, possibilitando que ela, mesmo sem dominar completamente alguns conteúdos específicos de Cartografia, apresente conhecimentos do cotidiano que permitem explorar novas possibilidades de trabalho com o Atlas Escolar de Sumaré / This research discusses the actions that a teacher built to instruct the education of Geography at the fourth grade of elementary school through the School Atlas of Sumaré Town (State of São Paulo). The main goal of the town school atlas is to promote the identity and the belonging through the knowledge about the place. We start with a small report about the School Cartography in Brazil, emphasizing the main events that contributed to its evolution; sequentially we will talk about the methodological theoretical presentation of the School Atlas of Sumaré Town (SP). We highlight the methodology of the research concerning the quality, using records on a field notebook, observations along classes and interviews. The collected data reveal the knowledge experienced by Teacher Hope (fiction name), they are from her practice, acquired along her everyday teaching experience. They also involve knowledge that come from her childhood memories, from her school time, and even the interchange experience among teachers. Through the school atlas, the student has a better comprehension of the place he lives as well as enlarges throughout the fieldwork hold by Teacher Hope. We admit that the established relations among subject (student) – object (school atlas) – moderator (teacher) do not limit themselves at the cognition sphere, but they reach the emotional sphere. For the teacher lives in Sumaré, she keeps an emotional relation with the place, so it gives her the capacity to present the everyday knowledge even without fluency in some specific contents of Cartography thoroughly. Therefore, it allows explore new possibilities of working with the School Atlas of Sumaré Town

Made available in DSpace on 2014-06-11T19:27:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-10-07Bitstream added on 2014-06-13T19:15:27Z : No. of bitstreams: 1 souza_tt_me_rcla.pdf: 956452 bytes, checksum: 7060663ce1ceb6e3c5bce289a23777f1 (MD5) / Ao tratar da história da Geografia enquanto disciplina escolar, tanto no que tange as determinações políticas e teóricas do currículo formal quanto dos fatores cotidianos, que e produzem a cultura escolar, aqui entendida conforme Vidal(2005), e a dinâmica do currículo real e oculto, desenvolvemos a presente pesquisa. Nosso objetivo foi o de contribuir para o estudo da historia das disciplinas escolares, no contexto do ensino da Geografia. No âmbito da metodologia, empregamos a pesquisa documental e a metodologia da história oral. A pesquisa bibliográfica e documental abrangeu a analise da produção acadêmica que trata da história da Geografia Escolar, da história do ensino no Brasil e no Estado de São Paulo e documentos oficiais, em especial aqueles que prescrevem orientação pedagógica e de conteúdo curricular, como orientações curriculares oficiais e prescrições metodológicas de ensino, como as Guias Curriculares Propostos para as Matérias do núcleo comum do Ensino do 1º Grau (1973), a Proposta Curricular para o ensino de Geografia-primeiro Grau(1991) e os Parâmetros Curriculares Nacionais(1997). Com isso, e a partir de Goodson (1998), estabelecemos uma periodização em quatro estágios do ensino de Geografia no Brasil para o período de 1549 a 2009. Caracterizamos cada período apontando as tendências de cada um, em especial para o quarto estágio (1960-2009). Este, com maior relevância para nosso trabalho, abrange significativas mudanças no ensino de Geografia das últimas décadas da historia. Para a analise de quatro estágios do ensino de Geografia no Brasil realizamos uma pesquisa empírica com a produção de dados de relato oral, com o emprego da metodologia da historia oral, mais especificamente a linha Temática Hibrida. Nossa opção metodológica se justifica na medida em que nos... / When talking about the history of Geography as a educational discipline, both in terms of political and theoretical determinations of formal curriculum and daily factors which produce the school culture, herein understood according to Vidal(2005), and the dynamics of occult and real curriculum, we developed this research. Our aim was to contribute to the history study of school disciplines in the Geography teaching context. As the methodology scope we applied the documental research and the oral history methodology. The bibliographic and documental research included the academic production analysis which deals with the Educational Geography history, the teaching history in Brazil and in the State of São Paulo and official documents, in special those which prescribe pedagogical orientation and curricular content, as official curricular orientations and methodological prescriptions of teaching, such as Proposed Curricular Guides to the Subjects of Teaching common nucleus of 1º Grade (1973), the Curricular Proposal to the teaching of Geography – elementary school (1991) and the National Curricular Parameters (1997). Thus, and starting from Goodson (1998), we established periods in four stages in Geography teaching in Brazil from 1549 to 2009. We characterized each period pointing out the tendencies to each one, in special the fourth stage (1960-2009). This one with a bigger relevance to our study covers important changes in Geography teaching of the last decades of history. To the analysis of four stages of Geography teaching in Brazil we performed an empiric research producing oral report data, applying the oral history methodology, more specifically the Hybrid Theme line. Our methodological option is justified according as the proposal of discussing the phenomenon of Geography teaching starting from the memory registry... (Complete abstract click electronic access below)

Orientador: João pedro Pezzato / Banca: Bernadete Aparecida Caprioglio de Castro / Banca: Maria Augusta Hermengarda Wurthmann Ribeiro / Resumo: 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... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: 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) / Mestre

M.Ed. / The research question which is addressed in this study is the lack of functional reading and writing skills in a content subject such as Geography. The research was conducted with the assumption that most black students are lacking in the advanced literacy skills to learn Geography successfully. The rationale for the research is that if our education system wishes to improve learning skills and especially literacy amongst most black students the curriculum should put into practice effective reading and writing programmes in the teacher training colleges so that these skills are taught from the pre-primary schools up to matric as an on-going activity. The findings show that there is a large amount of rote learning without understanding of the learning content in the research sample, that they have limited vocabulary that contributes to poor self-expression and that some teachers are not well trained in the teaching of reading and writing skills across the curriculum.

This dissertation provides evidence to suggest that teaching/learning difficulties with geography in Std 3 are largely attributable to textbooks which fail as well constructed discourse and include uninterpretable illustrations. The discourse properties most likely to affect the readability of textbooks intended for ESL/EFL pupils are identified. Selected passages from two widely used Std 3 geography textbooks are analysed in terms of these properties, and are shown to fail extensively as well constructed discourse. Following classroom observation and informal interviews which confirmed the inappropriacy of the texts for Std 3 pupils, the passages were re-written, following the necessary properties of well constructed expository discourse. The readability of these two sets of texts was then tested on a group of nine Std 3 teachers in two structured interviews. The findings reveal that the re-written passages are significantly more readable than the textbook passages. Recommendations that affect education authorities, curriculum designers, syllabus makers, textbook authors, publishers and teacher training colleges are provided

No description available.

Please read the abstract in the section, 00front, of this document / Thesis (DPhil)--University of Pretoria, 2006. / Humanities Education / DPhil / Unrestricted

Geography education is undergoing change in K-12 education due in part to the introduction of geospatial technologies, including geographic information systems (GIS). Although active engagement in GIS mapping would seem to enhance students’ spatial thinking, little is known about the mapping strategies that students employ or about changes in their geographic knowledge that would result. This study, set in a high school Advanced Placement human geography class, sought to contribute to these areas of inquiry. Participants performed a web-based GIS task focused on global population and migration. Attention in the study was on (a) the strategies students employed when investigating geographic phenomena using GIS, (b) changes in their cognitive maps, as assessed through sketch maps, resulting from the activity, (c) the relationship between GIS maps and sketch maps, and (d) the ways in which a subset of students serving as case studies explained the nature of their mapping. The study employed screen-captures, video-recordings, observations, pre- and post-study sketch maps, and interviews. Analyses of the GIS process revealed that, in creating their maps, the students used a number of strategies, which included searching, layering, removing layers of data, adjusting transparency, editing, and noting. Although searching and layering were employed by all students, there was variability across students in use of the other strategies. With respect to changes in their spatial thinking, analyses of the sketch maps showed increases in elaboration and accuracy in terms of migration patterns. When GIS maps were compared to sketch maps, analyses showed relations for many students. The six students who served as case studies revealed major connections between personal interests and the reasoning employed in mapping. They also described their entry points into the process. The study shows how real-time data collection, including screen captures, as well as more static measures, specifically sketch maps, can provide insights into the spatial thinking of students while using GIS. It provides some support to educational approaches to geography in which students become creators of maps, not simply users of maps, and suggests that, through their own mapping process, students expand their cognitive maps and enhance their spatial thinking.

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)