Dinamizando As Estratégias de Ensino de Geografia no Ensino Fundamental: uma experiência nos 8º anos do Ensino Fundamental da escola Estadual Sérgio de Fretas Pacheco em Capinópolis (MG)

Abstract

Geography is the science that allows the (re) construction of geographic knowledge, guarantees citizenship formation, makes possible the analysis of the concrete reality of the geographic space, and the means necessary for its transformation in the sense of a harmonious relationship between man and his environment. Teaching-learning is complex and several studies point to problems that result in its inefficiency. Thus arises the concern with the perspective of making it efficient guaranteeing the attributes responsible for the teaching of Geography. In the scientific discussions of this field, teaching strategies are one of the predominant problems. In In this regard, experiences have shown that conventional classes, based exclusively on lectures and reading of the textbook mark Geography classes and are monotonous for students. Faced with this, it is urgent to search for teaching strategies that provide challenges, cooperation, affordable and low cost. They need to be based on pedagogical theory consistent with the attributes of an efficient teaching-learning, which characterize the Theory of Multiple Intelligences. From From this perspective, is it possible to stimulate and apply teaching strategies based on the Multiple Intelligences Theory that adapt to the differences in students' learning, making it possible to increase their satisfaction and involvement in Geography classes? Thus, the research aimed to dynamize and apply teaching strategies in Geography classes in the 8th year of elementary school of the Sérgio de Freitas Pacheco State School in Capinópolis (MG). In the methodological walk we opted for qualitative research. The study evolved through procedures centered on theoretical revision, in books, dissertations, among others that approach the theme. To access the information, a diagnostic questionnaire was applied to ascertain the geographic knowledge of the students, the individual learning profile and the interest in the study of Geography. The analysis of the data revealed the predominance of apathy by the discipline of Geography; the lack of knowledge of geographic concepts and the geography of daily life; besides the prevalence of ignorance of the usefulness of geographical knowledge. Regarding the individual learning profile, the preference for classes outside the classroom environment and for diversified classes prevailed. Based on these results were formulated and applied plans with teaching strategies adapted with music, group work, field work, video, problem solving research. After the application of the didactic strategies, a self-assessment form was applied. The data were organized and analyzed, and it was possible to observe during the process of application of the strategies, greater participation, relaxation and autonomy. He diagnosed the predominance of students' perceptions by recognizing the subjects studied in their daily lives, through the significant involvement of the activities carried out outside the classroom, as well as the demonstration of cooperation, autonomy and participation during group activities. In the execution of the dynamic activities, a more expressive participation and involvement was observed, to the detriment of writing activities and expository classes, thus affirming the importance of considering individual profiles of students' learning and offering differentiated activities, including dynamics.