Diálogos pedagógicos geoambientais: paisagens e lugares de Campo Grande – algumas contribuições para o processo de ensino e aprendizagem de conceitos geográficos em educação ambiental

Abstract

Knowing and comprehending the students’ reality, nowadays, is a permanent charge imposed on teachers, in special, the elementary school geography teachers. They are expected to be able to problematize the students’ life experience to facilitate the comprehension of worked contents, promoting the meaning of knowledge built and rebuilt during the education process. Paulo Freire warned about reading the world before reading the word. The student, when come across the teacher at school, has already had his world comprehension, and geography at school needs to consider this previous knowledge aiming its deepen together the sistematized knowledge present in geography science. In professional practice of geography teacher the concepts of place and landscape are essencial and, at the same time, fundamental for a better comprehension of socio-environmental reality context and its prevailing relations. Considering these premises, it was developed an investigation in the Science Teaching Master degree context (UFMS), with the goal of build and evaluate, in a collective/collaborative way, the script collection “Diálogos pedagógicos geoambientais: paisagens e lugares de Campo Grande”, and its contribution for geography teachers continuing formation. The option for the production on script collection emerged from the teachers demands during the continuing formation courses and geography discipline accompaniments at schools, done by the technicians of Municipal Education Bureau from Campo Grande (MS). The research was developed between the years of 2014 and 2015 and counted on the participation of geography teachers from public elementary school from Campo Grande (MS). Through the reports and observation of teachers’ practice, it was detected the difficulty of teaching geographical and environmental concepts, relating them to the reality experienced by the students. The research developed itself in a context of qualitative investigation, in the molds of collaborative research and based on “Dinâmica de Investigação Temática”, a method developed by Paulo Freire, considering the knowledge of each one, the dialogicity, the problematization and the participation of everyone involved.