Aprendizagem baseada em projetos e o desenvolvimento do raciocínio geográfico: uma experiência em turmas de 6º ano

Abstract

The research aims to understand how the active methodology Project Based Learning contributes t o the development of geographical reasoning in 6th grade classes of Elementary School. Drawing from studies by Paulo Cesar da Costa Gomes (2017), it conceives Geography through the development of geographical reasoning, meaning the geographical reasoning a s a way to comprehend and interpret the relationships among space, society, and nature, not only as a discipline that studies geographic space, but as a way of thinking about the world. It argues that geography offers a unique and comprehensive perspective to understand the interactions among society, space, and nature. Based on the studies of Castelar and Paula (2020), it addresses the epistemological contribution of geographical reasoning, emphasizing its relationship with spatial thinking, the epistemolo gical basis of Geography, and pedagogical practices in the context of teaching and learning. Building upon Castellar and Duarte (2022), it understands school cartography as both content and methodology for the development of the principles of geographical reasoning. Based on the research of Moran and Bacich (2017), it develops methodological strategies to work with 6th grade students, through the practice called Project Based Learning, aiming for an interaction with geography and school cartography to devel op a plan that inserts the student as the protagonist of the learning process. It directs attention towards conceptualizing a geographical strategy for working with 6th grade students based on the geographical situation of "landslides in Vitória/ES". Using a qualitative quantitative approach, it employ s arguments from action research in establishing dialogues with the students involved in the study to extract ideas and perceptions, whether from debates or from the results obtained from the activities that c omp o sed the work. The research consists of an evaluative sequence formed by diagnostic assessment, process assessment, and result assessment. This set aims to understand how an active methodology, Project Based Learning, contributes to the development of g eographical reasoning in 6th grade classes of Elementary School. With the contribution of the students who participated in this research, it concludes that it is possible to develop geographical reasoning through active methodological strategies and even e nhance the principles of this reasoning that were already part of the students' intellect in the final stage of Elementary School, providing a new perspective on Geography, due to the input in classes of this peculiar way that the science of geography has of thinking about spatial issues, also contributing to the development of spatial citizenship consciousness in young learners. Keywords: project-based learning;