Construindo o relevo na sala de aula: uma experimentação a partir da maquete

Abstract

The process of teaching / learning of the relevant content in the school geography demands a series of notions and important knowledge to properly understand this natural phenomenon. One of the important aspects that must be taken into account in understanding the relief is to take into account the daily reality of the student, but also scientific knowledge. The scientific knowledge accumulated by geography unfolds today in the classroom in content that encompasses social, economic, political, cultural and natural phenomena, in their relation to society or not. The importance of relief exceeds visible appearances and their influence on the organization of socially modified space. In this way, the understanding of the relief phenomenon can be understood with more significance from pedagogical practices that incorporate conceptual skills and the daily reality of the student, so that they understand how processes and conditions interact in the transformation of the terrestrial surface. In this sense, the objective of this research is to analyze the students' understanding of the origin of the relief phenomenon from the liquid water process action on representative earth surface materials modeled on a model. To reach the proposed objective, we sought (I) a review of the literature that deals with the teaching of content relief in recent years; (II) identification and analysis of the relief approach in the different documents and guidelines, such as PCNs, BNCC and PCSC; (III) construction of a model to demonstrate a representative portion of the west of Santa Catarina and the process of water on different materials of the relief, so that students understand from a three-dimensional representation the action of water on different materials which make up the surface of the earth and are its relief. In this way, it was considered necessary to establish some methodological procedures to adequately analyze the students' abilities and difficulties in relation to the dynamic character of the relief. In the first stage, a traditional lesson on the content was established. In the second stage, a practical presentation was made from the construction of a model to simulate the action of water when in contact on the terrestrial surface. And in the third and final stage, a double questionnaire was applied regarding content worked in the classroom to understand the difficulties and conceptions of the content relief.