A percepção dos estudantes do curso de Educação de Jovens e Adultos (EJA) na Escola Henriqueta de Oliveira sobre o conceito de paisagem: vivências em campo de estágio no ensino de Geografia

Abstract

This research has as objective to analyze the perceptions of students of Educação de Jovens e Adultos (EJA) course, about the conceptions of landscape and the systematization and production of pedagogical activities developed in class room in the Geography teaching. The perceptions of students from Henriqueta de Oliveira school has as objective to analyze the importance given by students about landscape in geography teaching. The study stars from the perception of that the landscape conception is dynamic and therefore its is a procedure didactic pedagogical indispensable for citizen formation, because all landscape is symbolic and endowed with built meanings by society in different conjunctures and from this look the study values in integral form others geography principles and the understanding of the place where we live. The recognition of studied meanings in class room about landscape and teaching demanded a theorical and empirical knowledge trajectory that grounded in the selections of authors who treats the thematic. The theorical and methodological contribution grounded in a several thinkers and studies that mobilized reflections and the Geography Teaching. The research adopts a qualitative interpretation and a collaborative approach. To the data construction, we use as a methodological procedure the questionnaire, semi structured interview, observation and register, and documental analyses. The organizations of data analyses, grounded the Bardin. The theorical and methodological ground of this research, that guided the analyses of five categories: Perception, Landscape, Geography Teaching, Curricular Internship, Youngs and Adults education. About the Perception, the research expressed, by the respondents, that the landscape study is indispensable to geography teaching, however, in its speech about landscape and its meanings, the rationalities emitted by the interviewees are subordinated to the learned models of learning in a traditional approach throughout their formation and it was evident the difficulties of students to make the space multiple relations and realize how the landscape dynamic can be studied and understood in a critical look. The research showed that landscape promotes ludic learning ruled in dialogue, autonomy of students and teachers propitiating the congress of the points of view and their different intentionality, to knows and the necessity to deepen in theme and the development of new posture in class room environment in stages of teaching between teacher and his students mostly in the construction of the teacher exercise in primary formation in a critical reflexive manner stimulating the understanding of achievements and gaps at the teachers time to materialize his teaching activities.