A educação integral e o ensino de geografia: análise de dados de uma escola pública de Erechim/RS

Abstract

The present work has as its theme the teaching of geography in integral education and the objective is to understand how geography teaching and learning developed in the opposite shift of integral education, considering that the implementation of Integral Education in Basic Education schools is recent and that there are few studies on this topic. The research is exploratory with a qualitative approach, where in the first moment a bibliographic survey was made in books and internet sites based on authors such as Cavalcanti (2015), Cavalieri (2017), Freitas (2018), Kimura (2010), Martins (2015), Saviani (2011), Soares (2018); and documents of the Ministry of Education and Culture (MEC) and the National Curricular Parameters (NCP); and in the second moment was applied in a questionnaire for 11 students studying in Integral Education of the State School of High School Irany Jaime Farina, in the municipality of Erechim / RS. It was noticed that through the teaching of Geography the student can read the world, because the landscape, the world, the countries and the society change, but in Integral Education there is still no strategic planning that values such importance and arouse interest of both the student and the teacher in the classes. The great problem presented in the teaching of Geography in Integral Education is the lack of planning and didactic resources, the teacher can not detach himself from the textbook and there is an exchange of information where the student is able to interconnect the importance of the discipline with the daily experiences that they surround them.