GEOGRAFIA E PRÁTICA PEDAGÓGICA:
Authors: Pereira Ana Paula Camilo , Fonseca Rafael Oliveira 
Published: January 2021

A Geografia é uma ciência indispensável para compreender o mundo e sua totalidade, uma vez que possibilita aos alunos entenderem múltiplas escalas de análise. Nesse sentido, é indispensável pensarmos sobre o seu processo de ensino e aprendizagem, sobretudo na contemporaneidade na qual as metodologias de ensino precisam se articular ao uso de novas tecnologias, as frequentes redefinições dos currículos do Ensino Básico, as diversidades nacionais, dentre outros fatores. Nessa perspectiva, este trabalho tem por objetivo contribuir para a divulgação de experiências de ensino, com foco para a Geografia, por meio do desenvolvimento, análises e resultados oriundos de elementos teóricos e de um Projeto de Ensino que buscou promover contribuições ao exercício da prática pedagógica e a formação docente. Assim, primeiramente abordamos o Projeto de Ensino que serve de base para o desenvolvimento deste trabalho, adiante apresentamos uma breve discussão sobre a prática didático-pedagógica articulada a formação docente, enfatizando alguns resultados, por fim apresentamos algumas considerações finais. Concluímos que a formação docente demanda vários fatores, dentre os quais, a compreensão de que é fundamental realizar, ainda que não seja fácil, a transposição do conhecimento obtido na Geografia Acadêmica para a Geografia Escolar por meio da articulação entre a análise teórica dos conceitos e categorias da Geografia, associada ao levantamento bibliográfico dos livros didáticos e a produção de material didático-pedagógico como forma de promover a prática cotidiana do fazer geográfico.
PALAVRAS-CHAVE
Geografia, Prática pedagógica, Material didático-pedagógico, Educação básica.
 

GEOGRAPHY AND PEDAGOGICAL PRACTICE: analyzes and experiences from the production of teaching materials
ABSTRACT
Geography is an indispensable science to understand the world and its totality since it allows students to understand multiple scales of analysis. In this scenario, it is essential to think about your teaching and learning process, especially in the contemporary period in which teaching methodologies need to be linked to the use of new technologies, the frequent redefinitions of Brazilian Basic Education guidelines, national diversities, among other factors. In this perspective, this article aims to contribute to the dissemination of teaching experiences, focusing on Geography, through the development, analysis, and results from theoretical elements and a Teaching Project that sought to promote contributions to the exercise of pedagogical practice and teacher training. Thus, we first approach the Teaching Project that served as the basis for the development of this work, then we present a brief discussion on the didactic-pedagogical practice articulated with teacher training, emphasizing some results, and finally, we present some final considerations. We conclude that teacher training demands several factors, among which, the understanding that it is essential to carry out, even if it is not easy, the transposition of the knowledge obtained in University Geography to Basic School Geography through the articulation between the theoretical analysis of concepts and Geography categories, associated with the bibliographic survey of textbooks and the production of didactic-pedagogical content as a way to promote the daily practice of geography teaching.
KEYWORDS
Geography, Pedagogical practice, Didactic-pedagogical content, Basic education.