THE FIELDWORK IN HYDROGRAPHIC BASIN IN GEOGRAPHY TEACHING AND THE PHYSICAL-NATURAL COMPONENTS

Abstract

The main objective of this article is to present the teaching strategy of fieldwork in hydrographic basin as a methodological proposal to enhance the mobilization of the physical-natural components. The conception of fieldwork developed in this investigation is based on a procedural, critical and participatory approach. It is procedural because it establishes a set of didactic sequences in the teacher’s school planning, namely, pre-field, field and post-field. It is critical when developing investigative mental operations that corroborate in the questioning and reflective thinking with schoolchildren. And, finally, it is participatory because it develops the joint organization of students in planning, research and registration during the realization of this teaching strategy. It was guided by qualitative research in education associated with the participant research genre, by involving the researcher and investigated subjects in a public high school environment in the city of Porangatu-GO. The investigative path revealed that the development of fieldwork in the hydrographic basin of the Barreiro-GO stream potentiated the construction of themes, contents and physical-natural components linked to the relief, hydrographic network and environmental impacts in School Geography. The fieldwork proposal developed a vision of integration supported by the conjunction of the concept of landscape when articulating the space experienced by students in reading the world, recognizing them as active subjects of their process of knowledges apprehension.

Keywords

Fieldwork, Teaching strategy, Hydrographic basin, Physical-natural components