O uso de mapas conceituais como recurso didático na compreensão da atuação dos movimentos sociais no município de Sapé-PB no ensino de geografia.

Abstract

Geography, a science whose object of study is geographical space, the social configuration of individuals and their relationship with this space, is responsible for analyzing the actions of organized movements based on the demands and needs of the groups that make up society as a whole. This research arises from concerns expressed in my personal, academic and professional experiences regarding the absence of social movements in geography textbooks. In this way, our research, developed within the framework of PROFGEO/UFCG, aimed to produce concept maps, constructed by high school students under the mediation of the teacher, as a didactic resource aimed at meaningful learning based on the mediation of learning during the teaching-learning process. The aim is also to understand the potential capacity of concept maps in the learning of the students taking part in the research. To this end, we used the qualitative method in the context of participant research. The content covered was "The role of contemporary social movements in the municipality of Sapé-PB". We used questionnaires to characterize the research subjects and to guide the pedagogical intervention in the classroom. Analysis of the textbook adopted by the state of Paraíba showed that social movements are dealt with in a brief, descriptive and in-depth manner, with a focus on sociology. They do not relate to or discuss the categories of space and territory, which are fundamental to the work of these movements, characterized as socio-spatial and socio-territorial, and to Geography. This has highlighted the need to adopt a methodology that addresses social movements from the perspective of geography and contributes to the development of didactic material for elementary school teachers that can be used in the classroom as a means for meaningful learning. In this way, the theory of learning mediation proved to be a viable and efficient option, since it was shown that the experiment of building and using the conceptual map in the classroom effectively contributed to the students' meaningful learning, to the extent that we verified the broadening of the conceptual horizon and the meanings expressed in the analysis of the questionnaires, in the dialog circles, in the debates and in the oral presentations of the maps built.