Ensino de geografia através da Aprendizagem Baseada em Projetos (ABP): experiência a partir do ensino remoto

Abstract

The use of active methodologies contributes to the construction of a meaningful teaching of Geography, as these methodologies allow the student to become an active subject in the learning process. In addition, it promotes the construction of critical, reflective, creative training, among other skills by students. Among the active methodologies, there is Project-Based Learning (PBL). In this context, PBL in the teaching of Geography enables the construction of geographic knowledge, given that it allows students to transform previous knowledge into scientific knowledge and, consequently, can apply this knowledge in everyday life, providing the formation of critical/reflective citizens, having considering that the acquired knowledge should serve to solve problems in their daily life. In addition, the ABP makes it possible to mitigate the difficulties present in emergency remote teaching, caused by the current educational situation resulting from the Covid-19 pandemic. Therefore, the main objective of this research was to investigate the use of Project-Based Learning (PBL) in the context of remote teaching, for the construction of significant geographic knowledge in elementary school II classes, in a public school in the city of Sumé/PB. The research is qualitative and exploratory, of the collaborative research type. The method used was the dialectic. Among the authors who theorized this research, there are Freire (2005), Moran (2018), Cavalcanti (2010), Callai (2010), Bender (2015). Semi-structured questionnaires and PBL proposals were applied to each class (6th, 8th and 9th). As a result, it was found that the use of PBL allowed the student to learn from their reality, becoming the protagonist of their own knowledge. In turn, it provided the opportunity to promote student autonomy, based on individual and research work, also favoring cooperation, through group work, thus fostering criticality, creativity and collaboration, essential skills in teaching through of the ABP, in addition to being necessary in the contemporary world. Therefore, the PBL in the surveyed classes encouraged the promotion of geographic education, as it was possible to develop spatial thinking, stimulating geographic reasoning. Finally, it was possible to notice that even though PBL is an active methodology, which enables the best development of learning in the context of remote teaching, this methodology, like any other, has limitations in the context of remote teaching, in view of the challenges faced by this type of teaching. Therefore, it is noticeable that the application of PBL in face-to-face teaching would reach more students and the reception of this methodology would be considered easier by almost all students.