O ensino de geografia para os anos iniciais do ensino fundamental por meio de registros históricos

Abstract

This dissertation is the result of research developed in the Graduate Program in Education - Stricto Sensu, of the State University of West Paraná, Francisco Beltrão Campus, in the Line of Culture, Educational Processes and Teacher Training, linked to the Group: Representations, Spaces, Times and Languages in Educational Experiences – RETLEE. We present an investigation on the teaching of Geography in the early years of Elementary School, in which a pedagogical experience was developed with the 4th and 5th grade classes. This is a case study, carried out at the Dom Pedro I Municipal School in the municipality of Marmeleiro - PR, and consists of analyzing the appropriation of the sense of place by children, through the study of family artifacts and their contributions to the teaching and learning of children. Geography. This dissertation is materialized due to the need to know how to teach Geography for the spatial understanding of the child, so that the geographic concepts become important for his formation, his experience, with meaning and contribution to the regional culture. To this end, we seek support from authors such as: in Lacoste (1998), Santos (2009, 2012, 2014), Castro (1992, 2000), Vigotskii, Luria and Leontiev (2010), Vygotsky (1995, 2001), Leontiev (2004) , 2010), Callai (2004, 2005, 2011, 2017), Cavalcanti (2010, 2011, 2015) and Chauí (2000). Through the pedagogical experiment, we carried out a rescue of objects, of records (photographs, documents) that families keep as an important collection, which identifies the history and territorial constitution of the place. Thus, in the investigation we seek to identify the association of regional, local and global culture with the context of geographic education and the formation of the child's spatial thinking and thus analyze: a) how the child creates the meaning of place; b) what contributions the historical rescue provides the understanding of Geography; c) which elements are evident in the composition of the child's spatial thinking; d) how, as teachers, we can contribute so that the student feels inserted and understands the localglobal historical context. We emphasize the importance of objects, memories and other representations for family memory, for the production of meaning and meaning about people's place of belonging.