Geotecnologias no ensino de Geografia: práticas e percepções docentes nos 4º e 5º anos da rede municipal de Marechal Cândido Rondon-PR

Abstract

This study examines the use of geotechnologies as a teaching tool in geography classes for the early years of primary education in the municipality of Marechal Cândido Rondon, Paraná. It was developed within the "Dynamics and Environmental Management in Subtropical Zones" research area of the Graduate Program in Geography at the State University of Western Paraná (UNIOESTE), Marechal Cândido Rondon Campus. This research aims to investigate the adoption of geotechnologies in the fourth and fifth grades of the 18 municipal schools in Marechal Cândido Rondon between 2024 and 2026, seeking to gain a deeper understanding of how they are utilized and the challenges limiting their more effective integration. The rapid adoption of digital technologies in schools and shifting student interests necessitate the adoption of new methodologies; thus, this study explores methodological alternatives suited to this context. Through a systematic literature review, the work analyzes the use of geotechnologies—such as Google Maps, Google Earth, digital cartography, and interactive maps—in geography classes, as well as teachers' perceptions regarding proposed practices and pedagogical potential. The theoretical framework encompasses concepts such as geoprocessing, geographic information systems (GIS), remote sensing, and geolocation, considering their pedagogical relevance and the specific characteristics of geography education in the early years. The study employs a qualitative design with descriptive and exploratory characteristics, integrating a literature review with data collection via an electronic questionnaire administered to teachers in the municipal school system. The total number of teachers who responded to the survey constitutes a representative sample for the study. This methodological approach enabled the identification and analysis of teachers' perceptions regarding the potential use of geotechnologies within their respective schools, providing an in-depth understanding of their views on the feasibility and applicability of these technological tools in their specific educational contexts. Subsequently, data were collected on the geotechnological practices adopted by these teachers as methodological aids. The results include a positive assessment of geotechnology use, the systematization of activities gathered from teachers, the identification of best practices, the formulation of proposals based on these suggestions, an understanding of pedagogical relevance, contributions to the theoretical framework, and guidelines for future implementation—all offering valuable insights for enhancing the integration of geotechnologies into geography education. However, the research also revealed significant challenges faced by teachers, most notably a lack of specific training and adequate preparation for using these technologies, as well as a limited range of equipment necessary for their effective classroom implementation. The use of geotechnologies in schools has generally been sporadic and unsystematic, often restricted to the digital interactive whiteboard—a fixed, teacher-centered tool that limits activities designed to foster student autonomy and active engagement. This setup can hinder collaborative practices, the development of inquiry skills, and the exploratory use of tools by students, although—despite these obstacles—it does not entirely prevent the execution of certain tasks.