Ensino humanístico de Geografia em escola pública municipal: o conceito de lugar e o lugar na sala de aula

Abstract

This research is in the field of Geography Teaching, based on the pedagogical and humanistic proposal, also considering evaluation aspects. Through Geography Teaching, this study focuses on the students’ point of view about school and on the relations established there in order to reframe the classroom with collaborative actions, in addition to favor the adaptation to this place, respecting individual limitations and including the learners as participants and collaborators of this investigation. Meanwhile, there is the proposal of arousing individual representations, conceptions and questionings about the place, the space, besides other locations, engaging the students on the construction and performance of the habitual pedagogical practices and on the evaluation process. This work aims at proposing and analyzing the development of the pedagogical practice and at the evaluation process based in a humanistic perspective to the Geography Teaching based on a Pedagogical and Evaluative Sequence on the sixth grade of Ensino Fundamental at Rede Municipal do Rio de Janeiro. Therefore, the research-action methodology and bibliographic research were adopted based on sources of the Humanistic Geography and School Geography, as well as on aspects related to the teaching-learning process and on the construction of knowledge. The pedagogical proposal was structured on the key word “place”, which was used to connect the covered topics on the four Pedagogical-Evaluative Moments that support the Pedagogical and Evaluative Sequence. Likewise, it has contributed with the process of re-meaning of the classroom. Finally, it is possible to claim that not taking the students’ point of view into consideration and without the moments of re-meaning of the classroom or without the conceptions and questionings of the pupils, the Pedagogical and Evaluative Sequence would be impossible or even unlikely to be accomplished. Through the dialog and valorization of the students’ perspective, the pedagogical- evaluative approach has shown potential to embrace students into developing and realizing the habitual pedagogical proposal. The results have demonstrated that the accomplishment of this pedagogical movement has been able to reach the intention of the research, as well as collaborating as the essence of the product of this thesis. Other possibilities of applying the Pedagogical and Evaluative Sequence are suggested and, furthermore, possible improvements of studies in the covered topic.