O panorama do ensino de geografia nas escolas públicas de boqueirão do Piauí-PI: um estudo de caso na unidade escolar João Lourenço de Lira

Abstract

Teaching Geography in the public school system in Brazil has faced many challenges. In the current context, pedagogical practices seek to present students with different aspects of the same phenomenon, enabling them to understand, identify and reflect on reality. With this article we want to suggest actions aimed at improving the teaching of Geography, promoting exchange between all disciplines, and thus contributing to a participatory, democratic, lively and healthy day-to-day in Geography classes. The present work intends in its general objective to know the different forms and tools that the teacher can use to teach geography, as well as the challenges that each one has faced to better apply its contents and as specific objectives it aims to diagnose the difficulties that teachers face in the teaching of Geography that interfere in the teaching and learning process; Identify some methods and strategies that are able to improve the teaching and learning of students in the discipline of Geography and discuss the use of new technologies in the teaching of Geography, in a way that stimulates the student's interest in this curricular component. For the development of this research it was necessary a bibliographic survey and later bibliographic revision from several authors, such as: Veiga (1992), Silva (2004), Brazil (1998), among others. In short, it is the role of the school to guide teachers, to promote training, updating and improvement of human and material resources, to provide pedagogical assistance and necessary resources, not overcrowding the classrooms so that one can improve the attendance to the individual difficulties of the students. students. It is understood that favoring the autonomy of learning and motivating students to develop oral and written skills requires a pedagogical practice focused on the exercise of language in an effective and contextualized way, with the use of reading and comprehension activities that favor participation and student involvement during geography classes.