O CONHECIMENTO GEOGRÁFICO NO ENSINO INFANTIL E FUNDAMENTAL DOS ANOS INICIAIS

Abstract

This article analyzes how teachers in the Seridó Potiguar region, who work in Early Childhood and Elementary Education, address geographical content. The aim is to understand pedagogical practices during the geography teaching process, based on the profile of the teachers. Additionally, it seeks to evaluate the methodologies used in the classroom and identify the methodological strategies present in the process. The main points addressed in the article include: the training and experience of the teachers; the methodological, didactic, and technological resources used in the classroom; and how the BNCC (National Common Curricular Base) contributes to the development of lessons. Therefore, this article is relevant due to the importance of the investigation, highlighting the need and contributions of geographical knowledge in Early Childhood and Elementary Education, considering that students require a reflective and enjoyable learning experience, while teachers should seek practices that stimulate this critical and playful learning, aiming to mitigate students' difficulties with geographical knowledge.

Keywords: Geographical Knowledge; Early Childhood and Elementary Education; Geography Teaching; Methodological Strategies.