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Previous issue date: 2017-11-22 / O desenvolvimento das Tecnologias da Informa??o e Comunica??o (TIC) caracteriza a sociedade desde as duas ?ltimas d?cadas do s?culo XX e tem influenciado em diversas ?reas, dentre elas a Educa??o. No ?mbito desta, s?o v?rios os cen?rios de transforma??o que afetam o processo de ensino e aprendizagem repercutindo sobre o docente, o aluno, os recursos e materiais did?ticos, a metodologia de ensino, entre outros. Inserido nesse cen?rio encontra-se o Ensino de Geografia, o que tem instigado estudos em v?rias perspectivas, dentre as quais, as metodologias de ensino. Com base nesses pressupostos desenvolveu-se uma pesquisa sobre o tema produ??o videogr?fica como metodologia para o Ensino de Geografia, tendo a percep??o dos lugares dos alunos no espa?o escolar e o ensino do conceito de lugar como focos da abordagem. O objetivo geral do trabalho ? compreender o processo de produ??o videogr?fica sobre o lugar, no ?mbito da Geografia do Ensino Fundamental II, e os objetivos espec?ficos s?o: identificar as percep??es dos alunos acerca da realidade encontrada nos lugares de viv?ncia na escola, explicar a media??o did?tica na produ??o videogr?fica sobre o lugar a partir da percep??o/viv?ncia do aluno no espa?o escolar e da organiza??o did?tico-pedag?gica do professor, e apresentar a metodologia de media??o did?tica na produ??o videogr?fica para aplica??es posteriores. Metodologicamente, realizou-se pesquisa bibliogr?fica em obras que abordam o conceito de lugar e sua abordagem no Ensino de Geografia e a produ??o videogr?fica enquanto estrat?gia ou recurso metodol?gico complementar ao livro did?tico. Procedeu-se com uma pesquisa explorat?ria visando analisar como se apresentam as abordagens do conceito de lugar nos livros did?ticos de Geografia para o Ensino Fundamental II. A pesquisa de campo ocorreu por meio de observa??o participante e entrevistas com os alunos da Escola Municipal Professora Jacira Medeiros de Souza Silva Lima. A produ??o videogr?fica realizada pelos alunos, com a media??o did?tica do professor, compreendeu as seguintes etapas: planejamento, no qual foi definido o percurso metodol?gico e o cronograma da produ??o videogr?fica, al?m da escolha dos alunos que fizeram parte da equipe de produ??o do v?deo; pr?-produ??o, na qual este professor pesquisador procedeu como mediador das devidas orienta??es e prepara??o dos alunos e do roteiro do v?deo dentro do tema proposto; produ??o, atrav?s da qual ocorreram as capta??es de imagens, ?udios e v?deos necess?rios ao cumprimento do roteiro; e p?s-produ??o direcionada para a edi??o do v?deo. Ao longo das fases de constru??o do produto (v?deo) desta pesquisa com os alunos, a media??o docente proporcionou novas possibilidades para as escolhas did?tico-pedag?gicas, visando o ensino do conceito de lugar; e foi essencial para aproxima??o desse conceito ?s percep??es dos alunos acerca dos lugares de suas viv?ncias na escola. Constatou-se que a aplica??o do uso da linguagem audiovisual para o Ensino de Geografia possibilita uma articula??o mais intensa entre conceitos geogr?ficos e realidade vivenciada; al?m da potencializa??o da imagina??o e da reflex?o cr?tica nos alunos, o que conduzir? a uma melhor compreens?o dos conte?dos da disciplina dispostos nos livros did?ticos. / The development of Information and Communication Technologies (ICT) has characterized society since the last two decades of the twentieth century and has influenced in several areas, among them Education. Within this context, there are several transformation scenarios that affect the teaching and learning process, with repercussions on the teacher, the student, resources and didactic materials, teaching methodology, among others. Inserted in this scenario is the Teaching of Geography, which has instigated studies in several perspectives, among them, teaching methodologies. Based on these assumptions, a research was developed on the topic videographic production as a methodology for teaching Geography, with the perception of the places of the students in the school space and the teaching of the concept of place as focus of the approach. The general objective of the work is to understand the process of videographic production on the place, in the scope of the Geography of Elementary School II, and as specific objectives: to identify the students' perceptions about the reality found in the places of existence in the school, to explain didactic mediation in the videographic production on the place from the student's perception / experience in the school space and from the didactic-pedagogical organization of the teacher and present the didactic mediation methodology in videographic production for later applications. Methodologically, a bibliographical research was carried out in works that deal with the concept of place and how it is treated in the Teaching of Geography and the videographic production as strategy or methodological resource that is added to those usually used as the textbook. An exploratory research was carried out to analyze how the approaches to the concept of place in the textbooks of Geography for Elementary School II are presented. Field research was carried out through participant observation and interviews with the students of the Municipal School Professor Jacira Medeiros de Souza Silva Lima. The videographic production carried out by the students with the didactic mediation of the teacher occurred from the following stages: planning, in which the methodological path and the schedule of videographic production were defined, as well as the choice of students who were part of the video production team; pre-production, in which this researcher professor acted as mediator of the proper orientations and preparation of the students and the script of the video within the proposed theme; production, in which the captures of images, audios and videos needed to fulfill the script and post-production, directed to the video edition, occurred. Throughout the phases of construction of the product (video) of this research with the students, the teacher mediation provided new possibilities for the didactic-pedagogical choices for teaching the concept of place; and it was essential to approximate this concept to students' perceptions about the places of their experiences in school. It was verified that the application of the audiovisual language to the Teaching of Geography allows a more intense involvement between geographic concepts and the lived reality; besides the potential of the imagination and the critical reflection in the students, which will lead to a better understanding of the contents of the discipline arranged in the textbooks.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24912 |
| Date | 22 November 2017 |
| Creators | Reis, Luciano da Silva |
| Contributors | 45548897420, Troleis, Adriano Lima, 63218739004, Ara?jo, C?lia Maria de, 46595228491, Ara?jo, Raimundo Lenilde de, 26142880391, Silva, Valdenildo Pedro da, 34172505449, Dantas, Eug?nia Maria, Morais, Ione Rodrigues Diniz |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM GEOGRAFIA ? MESTRADO PROFISSIONAL, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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