Continuing education and active teaching methodologies as strategies for soil study in a basic education school in Campina Grande-PB

Author(s)

Anderson Felipe Leite dos Santos

• Document type: Master's Dissertation
• Press: Presidente Prudente. 2023-05-23.
• Institution: Universidade Estadual Paulista (Unesp). Faculdade de Ciências e Tecnologia. Presidente Prudente
• Defense date: 2023-02-14
• Advisor: João Osvaldo Rodrigues Nunes

Abstract

Soil is one of the essential physical and natural elements for the maintenance of life on Earth. However, despite its importance, the topic of soil is still little debated in both School Geography and Academic Geography. Based on this precept, this research sought to understand the perspectives that permeate the initial training of Geography teachers and the approach to content related to the theme of soils in 6th and 7th grade classes of elementary school at the Municipal School Tiradentes, Campina Grande -PB. In methodological terms, the approach of this research is classified as quali-quantitative, having as main modalities the case study, carried out with the teachers and the action research, carried out with the students. As for the objectives, the research is exploratory and descriptive, conducted from theoretical research and field studies. The corpus was organized by applying the questionnaire instrument with Geography teachers working in the 6th and 7th years of Municipal Schools in the urban area of Campina Grande and applying questionnaires and developing didactic-pedagogical proposals, using active methodologies with students from the 6th and 7th year at Tiradentes Municipal School. The results found indicate the need, during initial training, to think about pedagogically approaching, using active methodologies, the themes addressed in the specific disciplines of the Licentiate in Geography. In addition, emphasis is placed on the importance of providing continuing education for teachers, so that they can, together with other teachers and trainers, think of didactic-pedagogical proposals that favor interaction and student participation during classes, making the more tangible and enjoyable content for students. At the end of the research with the students, it was possible to perceive how satisfied they were with the pedagogical activities developed based on the principle of active methodologies, inside and outside the classroom, throughout the research. With regard to teachers, despite the fact that there was only one virtual meeting, it is clear how much they are interested in participating in continuing education that contributes to their performance in the classroom context, although they have reported that the exhaustive routine tends to make participation difficult. more effective in these activities. (AU)

• FAPESP's process: 21/04265-5 - Soil teaching in school geography: perceptions from the training and pedagogical practice of teachers of fundamental teaching in the city of Campina Grande - PB
• Grantee: Anderson Felipe Leite dos Santos
• Support Opportunities: Scholarships in Brazil - Master