GEOTECNOLOGIAS NA EDUCAÇÃO BÁSICA: CONTRIBUIÇÕES À PRÁTICA PEDAGÓGICA DO PROFESSOR DE GEOGRAFIA

Abstract

The use of technologies in basic education has been a challenge, among them geotechnologies in the teaching of Geography. Although in High School (EM) students are expected to consolidate basic knowledge, scientific preparation and the ability to use the different technologies. However, geography as a curricular component can and should use geotechnologies, as pointed out in the literature as a potential tool for teaching practice. In this perspective, this research problematizes the contribution of geotechnologies in the teaching-learning process of the school geography and questions how they can be incorporated by the teachers of the basic education in their pedagogical doing? In this context, the research had as a general objective to verify and understand if and how the geography teacher in basic education has appropriated these technologies, as well as their understanding of the potentialities and limits of the same in the pedagogical process. For that, the qualitative research was use, integrating three modalities, participant observation, interview and documentary analysis. Six (06) primary education teachers and students were involved through the development of collaborative research and teaching activities in three schools in the city of Palmital, Paraná. The actions, objects of analysis of the research, consisted in the application of workshops with the use of the programs Google Earth and Google Pro. Firstly with activities of exploration of the tools of the programs, directed to general subjects of the Geography and, later, the development of an action Aimed at urban mobility, using mobile phones and google applications. The activities were carried out with teachers and, of these, with their students. The results showed that: the use of spatial technologies favors the learning of the geographical contents, through visualization and interaction, of affective aspects (motivation, participation, dedication, interest, involvement, concentration, collaboration), cognitive (memorization, argumentation, criticality, observation), abilities (Collection, organization, systematization, synthesis, presentation and management of information, autonomy). Among the limits are: the lack of specific continuing education for the pedagogical appropriation of geotechnologies; Investments to increase access and update of equipment and software in schools, as well as the internet network. In short, there are no specific public policies to improve the objective conditions for the insertion of technologies in general and geotechnologies, particularly in primary schools.