Redes e o desafio de ensinar geografia no ensino médio: um diálogo sobre o uso das tecnologias com adolescentes-jovens

Abstract

The challenge of working with information and communication technologies (ICT) in school spaces, especially with the high school, has been shown in many schools of Chapecó-SC. To meet this, advances resulting from the processes inherent to the technological revolution are possibilities that can be used with these guys from school, as an aid in teaching-learning processes. This assumption is based on the objective of this center of this work, which aims to analyze the information networks in the Geography teaching and learning in high school, considering the relations of pedagogical mediation. Methodologically, organize the work in theoretical analysis and empirical research with teachers and students of the third year of high school, that to give the work an illuminating face. Thus, we discuss information processing possibilities in knowledge with the use of a mediating instrument, which is related to the daily life of the student, which are information resources. We consider this challenge, and guided us to intakes, comprising the technologies as networks and adolescence and youth as interconnected, to propose the notion and teen-young. This reference provides a reflection on the cognitive and socio-historical processes, as important and powerful influential elements in the teaching-learning processes of these subjects of high school. This reflection, established relating to the teaching of Geography, to affirm this pedagogical possibility. Guided in dialogue with teaching Geography, the research allows us to infer that it is possible to use the technological tools (not to leave them for use), as provocateurs relations to cause the construction of knowledge.