As tecituras da aprendizagem significativa no ensino de geografia: uma experiência desenvolvida pelas ações do PIBID aos alunos do 6º ano do ensino fundamental

Abstract

In the school scope, even if it is on a small scale, one can already obtain possibilities to add in the teaching and special in the teaching of geography possible activities and to develop with them a significant learning. It is a starting point for this work and as a general objective, to identify the extent to which dance, as a play activity can contribute to the teaching of geography, enabling a meaningful learning to the students of the 6th year of elementary school and at the same time, have been directed to understand what theorists define by meaningful learning in order to verify if the dance as a playful activity can contribute with the teaching of geography. It is believed that this proposal will enable the enumeration of possible subjects of the curricular proposal of the elementary school that can be worked, with dance as an instrument to fix this theme. Based on these needs the work was based on qualitative research, based on a dialectical vision. The methodology was prioritized the development of a dialogic expositive class, and as an activity of fixing the development and use of a playful activity prioritizing dance as a main element. Through this practice, the possibility of instigating students' motivation for constructing meaningful learning opens up. The results showed that dance as a fixation activity can be inserted in the school community and that it is an element that links the teaching of geography with a nice way to fix what was proposed, giving a meaning to each of the students, resulting in significant learning.