O CONHECIMENTO GEOGRÁFICO NA EDUCAÇÃO INFANTIL E ENSINO FUNDAMENTAL NO CONTEXTO DO SERIDÓ POTIGUAR

Abstract

Although Geography as a subject only begins in elementary school, it is extremely important that the first geographical concepts are built in early childhood. Knowing that at this age children are ready to explore the world around them, showing curiosity about spaces and their position in society, it is the teacher's duty to encourage learning through what they have: their own living space and play. The central proposal is to verify whether due importance is given to the teaching of Geography in the Seridó Potiguar region and what contributions from academic life can promote the geographical literacy of students. To achieve these objectives, an online questionnaire was used to investigate the profile of five teachers from the region, as well as to reflect on their current teaching practices, the use of the National Common Curricular Base, and the use of technology and teaching materials that aid in the teaching-learning process. The theoretical foundation of this research is based on the studies of Vasconcelos and Carvalho (2018), Callai (2005), Silva (1996), Braga (2007), Goulart (2012), Porto (2016), Ribeiro and Marques (2001), and Pereira, Alves, and Cabral (2013). It is therefore clear that traditional geography, focusing on memorization and activities with pre-defined answers, is still deeply ingrained. Little was said about play as a way of learning and exploring the social environment in which one is immersed, and the teachers of Early Childhood Education also failed to mention interactions, fields of experience, and psychomotor skills as indispensable elements in this process.