O ensino do conceito de lugar na geografia e as interfaces com a educação ambiental

Abstract

The present research aimed to analyze what senses and meanings are produced by a group of students about the EA in LTS of the concept of place in geography classes. To seek a systematized response that addresses this research question, it was established as a general objective: To analyze the process of meaning established by a group of students in the sixth year of elementary school II of a Municipal School in a city in southern Minas Gerais, regarding the EA in LTS of the concept of place in geography classes. Thus, two specific objectives were formulated: (I) To analyze the personal meanings that students established about socio-environmental problems mediated by an understanding of the concept of place; (II) To identify indications that the proposed LTS raised the study activity. In this sense, a didactic unit was produced, consisting of a set of 3 Learning Triggering Situations (LTS), which seeks to discuss environmental education through the concept of place in Geography. For the production of data we chose the field diary, the audiovisual recordings of the students' interactions/significations in study activities and the written records produced by the students throughout the development of the Didactic Unit. The data produced were analyzed using a methodology called Nuclei of Meaning, so that the analyzed words can provide us with an understanding of the conceptual elaborations of the group of students. In this way the process for analysis followed the following steps; Floating Reading of the material produced, identification of the words with meaning, pre-indicators, grouping of the pre-indicators into indicators, articulation of the indicators, and constitution of the nuclei. The Covid 19 pandemic had a negative impact on the development of this research, because the students did not have effective contact with the teachers for about a year, and when they returned, the class time was greatly reduced, so we only had four days to develop the teaching unit. In the internal core analysis, what we were able to observe were indications of study activities. Thus, in the analysis of the nuclei of meaning, we identified that the students did not understand the concept of place proposed in this work involving environmental education, but managed through mediations to enter into study activities.