Implicações da psicologia do desenvolvimento no ensino de geografia e na organização dos materiais didáticos

Abstract

This study analyzes the implications of Developmental Psychology in Geography teaching, which allowed us to propose principles of organization of teaching materials that can help in the passage of usually concepts to scientific concepts in school. Unlike the exclusive use of the textbook, the debate about teaching materials led to the stigma related to Geography to be a discipline that makes use of descriptive methods, boring, not contextualized in the social practices of the students, of which only require memorization of the contents. The Developmental Psychology has helped to demonstrate the way is the construction of scientific concepts in schoolchildren. The methodology was based on the concepts of construction process - the transformation of usually concepts in science, which established the relationship between spatial practices, knowledge and geographical concepts. This process results in a form of educational organization and indicates the principles of organization of teaching materials, that related with school subjects. The central authors were L.S. Vygotsky (2009), Dermeval Saviani (1991, 2000, 2010), Y. Lacoste (2010) and Ruy Moreira (2008, 2013). The research methodology was completed with pedagogical activities applied with students of the eighth grade of elementary school in Colégio Estadual Guilherme Briggs, in which the researcher teaches, based on the historical-critical pedagogy that takes as starting point the analysis of students social practices for the construction of geographical concepts. Along the didactic proposal made with the students, it emphasizes the important role of education directed to the imminent development zone of students, conducting group work with the collaboration of other people or the teacher's mediation during the process of learning and teaching, incitement to motivation of students to formulate problems related to their social practice to the development of scientific concepts, in order to enable them to use such concepts consciously to solve the problems. The explanation of spatial practices and knowledge s students, the use of maps in different scales, the observation of the landscape and building concepts, complete the list of principles that can organize teaching materials. Thus, students will have tools to fight against the oppression imposed by the minority who control the power in geographic space.