O ensino de Geografia e as TDIC: as sugestões de uso presentes nos livros didáticos

Abstract

Currently, technological resources offer several possibilities that can contribute to the construction of geographic knowledge. The balance between pedagogical practices and digital technologies corroborates the transformation of the teacher-student relationship, accompanied by emancipatory methodologies. Due to the need for discussions on the topic in the initial training of Geography teachers, this research seeks to develop an investigation correlating Geography Teaching, textbooks, and TDIC. As a qualitative research with a documentary research method, its general objective is to analyze how the collection of Geography textbooks for Elementary Education Expedições Geográficas (Adas; Adas, 2022) encourages the use of TDIC in teachers' pedagogical practices. The results reveal that the collection of textbooks presents a significant number of suggestions for the use of TDIC, with a concentration in the volumes for the 7th and 8th grades. The analysis of the way in which TDIC are used reveals that the collection of textbooks indicates more suggestions for using TDIC as support for class development than suggestions for using TDIC as a teaching and pedagogical resource. There is a priority for replacing analog support with digital support, which does not ensure significant use of TDIC, to the detriment of the low stimulus to creativity, critical thinking and autonomy. Based on the results found, we propose a better distribution of suggestions for using TDIC in the textbook, with emphasis on the sections that are most likely to be used by teachers, an increase in suggestions for using TDIC as a teaching and pedagogical resource, for a significant inclusion of TDIC in Geography Teaching, and investments in initial and continuing teacher training, provision of physical equipment and connectivity in classrooms.