Utilização de imagens para o ensino de geografia: estudo de caso no 6º ano do ensino fundamental na Escola Estadual Padre Firmo Pinto Duarte Filho em Cuiabá-MT

Abstract

This dissertation presents a study of the problem faced by public school teachers, students who reach the final years of Elementary School without knowing how to read and write correctly. The study was carried out at the Padre Firmo Pinto Duarte Filho State School in the city of Cuiabá in Mato Grosso, with students from the final years of Elementary School, 6th year. The research contributes to the teaching of Geography, through tools and methods, to facilitate the teaching and learning process, including for students with greater learning difficulties. The main objective of this research is to analyze work tools that contribute to the pedagogical praxis in the teaching of Geography, using as a didactic proposal the use of images for the teaching-learning process of the curricular component of Geography. To reach the main objective, the research proposes to analyze the teaching of Geography and the category of geographic space in the formation of the student in the final years of elementary school, 6th year, from the National Curricular Common Base - BNCC and the textbook; analyze the Cycled Education System and its impact on student training and; to analyze the use of images and the development of didactic-pedagogical activities as a support tool for Geography classes. The research was developed using the qualitative-quantitative approach, in defense of the approximation between quantitative and qualitative research approaches. Data collection was carried out through bibliographic research based on bibliographic survey of books and scientific articles and documental research, such as the BNCC and Normative of the state of Mato Grosso. Using as a didactic proposal for the teaching-learning process, Geography classes were monitored using comic books - HQs, to observe the students' understanding of the themes read in the stories and the contents worked in Geography classes. As a result, it was observed that the use of comics makes the Geography class more attractive and dynamic, favoring the pedagogical praxis of geographic content, interdisciplinary work, the construction of significant knowledge, favoring greater performance in the teaching and learning process, greater students' motivation, thus arousing curiosity and critical thinking.