O ensino de Geomorfologia e o uso de recursos didáticos tecnológicos

Abstract

Geomorphology is a complex and dynamic science, and its teaching demands, in addition to specific knowledge, the use of strategies that facilitate this process, so that the understanding of the forms, processes and genesis of relief happens fully. In this context, the objective of the present work is to investigate and present theoretical and methodological contributions to the teaching of geomorphology in the context of undergraduate teaching in geography, through research about geomorphological thinking and its unfolding in the teaching process, especially from the use of technological didactic resources. The development of the research is based on the retrospective approach to the construction of Geomorphology as part of the human knowledge and subject, establishing possible relationships with the evolution of the teaching of Geomorphology. In this way, we emphasize the didactic importance of the resources used in the teaching of Geomorphology, besides exploring, describing and evaluating the use of different technological tools, especially Google Earth, considering moderns day In conjunction with the bibliographical research, a questionnaire was drawn up with geomorphology teachers of 48 diferent public institutions. In this way, the theoretical assumptions and the methodological procedures developed by the teachers were explored and evaluated. In addition, information about the difficulties faced by the students, their causal factors and the teachers' evaluation regarding the use of didactic resources were collected. Thus, it was possible to identify that the use of technological didactic tools is of great value for the teaching of Geomorphology, since these potentialize the use in the teaching and learning process and promote an enrichment in the quality and effectiveness of the teaching provided to the students. However, the relevance of these as resources and not as an end is emphasized, and even though, the use of technological didactic resources should be done by valuing previous knowledge and structuring geomorphological concepts, as well as providing the student's autonomy and the teacher's conscious performance in this process.