Os conceitos-chave da geografia na educação básica: uma análise elaborada através de experiências em turmas do 6° ano do ensino fundamental em escolas de Teresina

Abstract

The key concepts of the science of geography, when worked on in the teaching of geography during the teaching-learning process in basic education, are fundamental for the development of a critical, active and autonomous thinking of the students already at this stage, since they allow the student to know the space inhabited by him through his reality and the global reality. Considering the context of basic education in Brazil, there is a direction in the school guidelines to work on these concepts, based on teaching practice, which should stimulate in students the formation of this scientific knowledge related to the knowledge of students' daily lives. Considering the importance of this theme, the present work points out as a problem the understanding of how the application of the key concepts of geographic science occurs in the teaching of Geography in basic education. Thus, due to the importance of working on this theme in the context of the present day, the respective general objective proposed was to analyze the understanding of students of the 6th year of elementary school of private schools in Teresina-PI, about the key concepts of Geography. As part of the methodological processes adopted in the course of the research, it initially started from an applied nature, with a methodological character based on exploratory and explanatory research, with an approach consisting of both qualitative research and quantitative research, and as instruments for data collection it became necessary to use bibliographic research, documentary research and field research. This was finally carried out from a spatial clipping consisting of two schools of the private education network in the city of Teresina-PI, where students of the 6th year of elementary school and teachers of the discipline of Geography had as participants through the application of a questionnaire. Regarding the results obtained, after tabulating and analyzing the answers contained in the questionnaire, it was possible to understand that most of the participating students (70%) have already studied or understand the key concepts of Geography, which denotes a concern of both the school and the teachers to use scientific knowledge during the teaching-learning process. Although there are challenges in which (30%) of the students still have difficulties in understanding such concepts, there are already actions in both schools and participating teachers that aim to mitigate or reverse such difficulties in student learning. Therefore, from the information collected in this work, it is understood that the key concepts of Geography need to be present in the entire teaching-learning process, as they become fundamental elements for the critical and geographical formation of students.