Entre a geografia que se ensina e a geografia que se aprende: a experiência de metodologias ativas aplicadas ao processo de ensino aprendizagem

Abstract

The present qualitative research seeks to understand the geographic reasonings that are mobilized and developed in geography classes guided by a didactic procedure that is situated in the field of active methodologies and is called the Rotation Class by Learning Stations (REA). This work was developed in the classes of 2nd and 3rd year of High School in the Mathematical State College Joaquim Gomes de Sousa - Intercultural Brazil China (CEMJGS). It is a full-time college of the state public network of Rio de Janeiro that has a curriculum that focuses on the teaching of exact sciences and Mandarin. The procedure of the REA class proposes to create learning stations in the classroom. Each station has a specific activity to be developed by small groups of students in the rotation scheme. In addition, at least one station relies on the use of digital information and communication technology (TDIC). In the perspective of a public school that is satisfactory to the popular classes and that promotes the democratization of scientific knowledge, it is also discussed in the scope of this work the interrelationship between the teaching of geography and the pedagogical procedures adopted using as a point of mediation the concepts of zone of immediate development (ZDI) of Lev Vygotsky, of hybrid teaching and the theory of rod curvature of Dermeval Saviani.