O ensino de Geografia física em escolas públicas na cidade de Tefé-AM

Abstract

The objective of this work was to analyze the teaching of Physical Geography in high school in public schools in the city of Tefé, Amazonas. In order to reach the central objective of the research, it was defined as goals, to analyze the organizational factors in the Teaching of Geography, to analyze the contents of the didactic books, related to Physical Geography, used in the State Schools approached, and to understand the situation of performance of the professors, and the didactic and practical procedures applied to the Teaching of Physical Geography. The research delimited as universe of analysis the State School Deputado Armando de Souza Mendes and State School Frei André da Costa. The methodological planning of the research first counted on the construction of the theoretical reference that sought to understand the organizational factors of Geography Teaching, according to the perspectives and analyzes of the Law of Guidelines and Bases of Education (LDB), National Curriculum Parameters (PCNs) and Base National Common Curricular (BNCC); the conceptual approaches of Geography Teaching were treated, and the approach of the branches of Geography: Geomorphology, Climatology, Biogeography, Hydrography, Pedology, Cartography and Geotechnologies associated with teaching. The next step consisted of analyzing the textbooks contemplating the contents of Physical Geography in high school, for this analysis the textbook evaluation form based on the work of Steink, Maciel and Silva (2014) was used. The last stage of the methodological procedures was the elaboration of a preliminary diagnosis of aspects of the teaching activity and its difficulties faced in teaching the contents of Physical Geography, through questionnaires applied to the teachers. As for the results, it was observed that there is a distancing of the contents of Physical Geography in high school textbooks and the articulation with the reality of teachers and students, in which the contents mainly contemplate the physical-natural aspects, little articulated with the reality and daily life of students, in addition to the dichotomous aspect of not contextualizing the dynamics of society, in addition, textbooks do not bring authors from Brazilian Geography who work with Physical Geography in an integrative perspective. As for secondary education reforms, there is indiligence with the discipline of Geography, given the weekly workload in schools, and the relaxation of requirements regarding training in a full degree. Finally, regarding the difficulties observed in teaching Physical Geography content, 43% of the professors associated the difficulties with the students' lack of interest, while 29% attributed them to the lack of didactic resources. When asked about which area of Geography they would have more affinity to teach, the answers were that 14% had affinity to teach Physical Geography, 57% of the professors responded to Human Geography and 29% have affinity in both areas of Geography. When questioned about the branches of Physical Geography, 60% of professors reported difficulties in teaching Cartography contents.