O uso de geotecnologias na prática de ensino de geografia no ensino médio integrado: um experimento em educação proativa

Abstract

Teaching geography and other education practices are experiencing transformations. In globalized society, information and communication technologies are part of everyday life and should not be different in the school environment. The combination of geographical education with a geotechnology tool - the Vicon SAGA Geographic Information System - is the object of the present research. This was carried out with the students of two first-year classes of integrated secondary education of the Federal Institute of Education, Science and Technology of Pará, Conceição do Araguaia campus. The objective was to evaluate the use of Vicon SAGA as a pedagogical tool in teaching/learning Geography. Based on a bibliographical survey about the themes of teaching Geography, geotechnologies and proactive education, a teaching project followed. The students performed a practical work of environmental analysis based on a georeferenced data collection of city events and occurrences, relevant for each student. The collected data was released in the Vicon SAGA Geographic Information System generating a map composed by the memory of Conceição do Araguaia from the students' point of view. A questionnaire was then applied to these students to find out the level of satisfaction and effectiveness of the tool, in teaching / learning basic curricular elements of Geography. We verified that geotechnologies are valuable pedagogical instruments when inserted and worked in a contextualized way, based on local reality; they should not be used as an end, but as a means of interaction between theory and practice in Geography classes. They may generate resources that stimulate students to play a role of autonomy in their learning process based on proactive education. The students' reports collected through questionnaires and verbalizations show that the objective of this work was reached as the geotechnologies contributed to the teaching of Geography in the first year classes. Finally, a methodology can be developed that can contribute to the Geography classes, not only with the content covered in the curriculum of the first year, but also in the second and third year's studies and in interdisciplinary projects