Ensino-aprendizagem de geografia dos estudantes do 6.º ano do ensino fundamental: dos mapas conceituais ao QR Code

Abstract

This study is the result of the analysis of the use of conceptual maps as a methodology for the organization of contents of the discipline of Geography, as a mechanism for obtaining meaningful learning for students of the 6th grade of elementary school of a state public school of Apucarana in the north-central region of Paraná. The conceptual map is a graphic construction of representation that allows the organization of knowledge through hierarchical and significant relationships between concepts in the form of propositions, that is, in the interconnection between central idea and its meaning. The study developed between August and October, in 2021, was basically characterized as qualitative and field research, because the study was carried out in a context of synchronous remote teaching, during the Covid 19 pandemic, totaling six meetings. Its specific objectives were to report the application of the Technological Educational Process and analyze the results. The sequence of elaboration and reelaboration activities in the construction and configuration of individual and group conceptual maps, in order to contribute to the reorganization of geography contents, aiming at the promotion of cognitive processes. For the activities done at first manually, the students used paper and colored pens to build the conceptual map in the traditional way that contributed a lot to learning, the way in which to arrange the contents in their spatiality, the organization of ideas and their concepts contributed to the use of the technology employed. At the end of manual activities, the students structured these activities in the Cmap Cloud software and, transformed in the QR CODE application into digital information, they can be uploaded to a mobile device and accessed at any time. Thus, the importance and need for pedagogical proposals and methodologies that allow students to reflect on situations and forms of study that stimulate and realize their learning was emphasized. The study included the work of Ausubel (1982), Vygotsky (1982, 1984, 1987, 1998, 2008), Piaget (1973, 1976, 1984), Bloom (1956,1983) and Novak (1977, 1984), Moreira (1998, 1999, 2000, 2006, 2012a, 2012b, 2012c, 2013), Cavalcanti (1998, 2010, 2011b, 2011b, 2012), Girotto (2017), Tardif (2010), Tavares (2007), among other renowned authors. The results showed that the application of the methodology provided a significant learning, since the students obtained an effective organization of their study.