A importância dos recursos didáticos diferenciados no ensino-aprendizagem da Geografia: o estudo de caso em uma escola de ensino médio do município de Vargem Alta (ES)

Abstract

RESUMO: Esta pesquisa teve como objetivo analisar de que forma os recursos didáticos diferenciados podem contribuir para o ensino-aprendizagem (FERRAÇO, 2007) da Geografia, sob o ponto de vista do professor, da equipe pedagógica e dos alunos em uma escola de ensino médio da rede estadual. A metodologia teve uma abordagem qualitativa, por meio do estudo de caso, sendo que os dados foram coletados através de entrevistas semiestruturadas, individuais e coletivas, da observação de uma atividade envolvendo os recursos didáticos e da análise bibliográfica. A pesquisa foi realizada em uma escola estadual de ensino médio no município de Vargem Alta – ES. A análise dos dados foi feita pela triangulação de dados, proposta por Feurschutte e Zappellini (2015). Diante dos objetivos apresentados, foi necessário fazer uma contextualização sobre a educação no Brasil, o ensinoaprendizagem de Geografia e os recursos didáticos como mediadores do conhecimento. A análise mostrou que os recursos didáticos são importantes para o ensinoaprendizagem da Geografia, tornando as aulas mais dinâmicas e significativas. Constataram-se também, desafios para a inserção dos recursos nas aulas, mas que podem e precisam ser superados. ABSTRACT This research aimed to analyze how diverse teaching resources can contribute to the teaching and learning of geography, from the point of view of the teacher, the pedagogical team and the students in a state high school. The methodology had a qualitative approach through the case study, and the data were collected through semi-structured individual and collective interviews, the observation of an activity involving the resources and the bibliographical analysis. The research was carried out in a state high school in the city of Vargem Alta - ES. Data analysis was performed by data triangulation, proposed by Feurschutte and Zappellini (2015). Given the objectives presented, it was necessary to contextualize education in Brazil, the teaching of geography and didactic resources as mediators of knowledge. The analysis showed that the didactic resources are important for teaching geography learning, making the classes more dynamic and meaningful. Challenges were also found for the inclusion of resources in the classes, but they can and need to be overcome.

ABSTRACT: This research aimed to analyze how diverse teaching resources can contribute to the teaching and learning of geography, from the point of view of the teacher, the pedagogical team and the students in a state high school. The methodology had a qualitative approach through the case study, and the data were collected through semi-structured individual and collective interviews, the observation of an activity involving the resources and the bibliographical analysis. The research was carried out in a state high school in the city of Vargem Alta - ES. Data analysis was performed by data triangulation, proposed by Feurschutte and Zappellini (2015). Given the objectives presented, it was necessary to contextualize education in Brazil, the teaching of geography and didactic resources as mediators of knowledge. The analysis showed that the didactic resources are important for teaching geography learning, making the classes more dynamic and meaningful. Challenges were also found for the inclusion of resources in the classes, but they can and need to be overcome