Reálias como recurso didático para a compreensão do conceito de paisagem natural nas aulas de geografia

Abstract

The present work addresses the "Realias" as a didactic resource for teaching Geography, mainly in the understanding of the natural landscape. The justification came from the concern for an approach capable of being practical and efficient that enables the production of new meanings, thus favoring the teaching-learning process. The general objective of this research was to discuss how this didactic resource facilitates the understanding of the concept of natural landscape in elementary education in the discipline of Geography. The specific objectives were constituted in discussing the concepts of landscape and its differentiations in Geography; reflect about didactic resources to favor the understanding of the natural landscape in the teaching of Geography; and verify the “Realias” as a didactic resource in teaching about natural landscape in Geography classes. The methodology was constituted as applied, descriptive and explanatory, with a qualitative and quantitative approach, using bibliographical research, documentary research, experimental research, and field research as methodological procedures. In the field research, direct observation, photographic records, and a pedagogical experiment were carried out in two schools, one in the rural area, School A, and the other in the urban area, School B, with the target audience being students from the 6th grade of Elementary School with two classes for each school. In one class at School A, the “Realias” (Control Group), called A1, were not applied, and in the other the didactic resource was applied (Experimental Group), called A2. The same happened at School B respectively in class B1 and B2. In all classes, the learning verification exercise was applied, after explaining the content on slides about natural landscape, with the application of a questionnaire with a sample of 10% of each class. Finally, the interview was carried out with the Geography teachers in which the content addressed the teaching of Geography, landscape design, “Realias”, and Didactic resources. From this study it can be concluded that during the experiments carried out with the students it was possible to observe the feedback offered with the use of “Realias” immediately, with this teaching resource capable of enhancing the teaching-learning process, as it has significant pedagogical potential. In this case, the “Realias” were implemented as learning objects that could in turn be distributed in school environments within the classroom. It is also noteworthy that “Realias” can and should be used both within the classroom and even outside of them, and it is worth highlighting that it involves a set of knowledge not limited to just Geography.