O ensino da hidrografia no contexto da geografia escolar

Abstract

Hydrography is a field of study of Physical Geography, considered to be an important tool for the territorial planning of space. In addition to this, hydrography is a thematic axis of studies of compulsory School Geography, in which the hydrographic context of local rivers can be an ally of the teacher to awaken and stimulate the student's gaze on the landscape. Arousing interest in geographic issues also results in an understanding of the importance of rivers, territorial planning, sanitary sewage conditions, the perception of risk situations and socio-environmental impacts. The present work aims to analyze the teaching context, the pedagogical practices, the learning techniques and the difficulties faced by teachers and students regarding the teaching of the relevant contents to the hydrography. The methodological approach of this research was worked under the qualitative aspect, being executed through the elaboration and execution of four steps to reach the proposal of analysis of the teaching context of the hydrography theme. These steps included: bibliographic survey; primary data collection with questionnaires and interviews; identification of the textbook used by the geography teachers; data treatment, with the transcription of the interviews and description of the theme in the book for the systematization of the results. The data indicated that the teachers seek to work the hydrography from the students' living space during the classes, building the orientation based on the geographical reference of the rivers and streams of the city of Manaus. In addition to this aspect, issues related to the forms and modalities of river use as means of transport and circulation are also analyzed, not to mention the infinite and diverse series of information associated with environmental issues. The use of technology when it is possible was one of the topics mentioned by teachers during the interviews, however, there are difficulties, since computers, projection rooms and availability of data shows have proven to be techniques and instruments that not all schools have access to. The use of different school spaces which stood out were the production of materials together with the students, constitutes the materialization of contents in which the intense use of landscape visual elements, maps, satellite imagery and the cartography of the studied space. According to the teachers, students feel motivated and can more easily assimilate concepts and themes, developing a perception of the importance of hydrography in daily life.