Geografica em movimento: estratégias ativas para o ensino em classes de aceleração do ensino fundamental II no município de Niterói - RJ

Abstract

This dissertation focuses on the teaching of Geography in the Acceleration classes for the final years of Elementary School, offered in the municipality of Niterói – RJ. These classes represent a pedagogical initiative aimed at students who are experiencing age-grade distortion, attending, in a single school year, content corresponding to two school years. Therefore, this is an audience that, despite experiencing an accelerated pace of schooling, carries significant learning gaps accumulated over the years. In this scenario, significant challenges arise for the school and, particularly, for the teaching of Geography, a subject that requires, by its nature, the integration of conceptual knowledge, skills in reading and analyzing multiple forms of media (such as maps, charts, and images), and critical reflection on the socio-spatial reality. These demands make it even more urgent to formulate pedagogical strategies adapted to this specific context, promoting real, inclusive, and high-quality learning. In light of this, this study aims to: reflect on the role of schools and school Geography in the current educational context; analyze public policies aimed at accelerating learning; and propose pedagogical practices that enable more effective teaching of this subject in acceleration classes. To this end, it intends to employ active methodologies, the use of images, and other teaching resources that contribute to making classes more dynamic, encouraging students' active participation in the learning process. The methodological approach adopted will be qualitative, based on theoretical frameworks relevant to the theme, as well as the implementation of action research, in order to integrate theory and practice. The expected outcome is to contribute to critical reflection on the pedagogical practices of Geography teachers working with these classes, in addition to developing concrete teaching proposals, organized in the form of a teaching sequence, that can be directly applied in the classroom. In this way, the aim is to foster possible pathways for public education that, even in the face of adversity, promotes meaningful and emancipatory learning.