Possibilidades no ensino de geografia: o uso de tecnologias educacionais digitais

Abstract

The present work gives visibility to the possibilities of digital technologies in geography teaching. It used a pedagogical intervention with principles of flipped classroom, in the Escola Municipal de Ensino Fundamental Heitor Soares Ribeiro in the city of Canguçu - RS and had as its subjects of research the students in the ninth grade of elementary school. The overall objective was to analyze the relevance of the use of the methodology of the flipped classroom (FC) in teaching Geography as a way to improve the teaching and learning processes, focusing on the ninth year of elementary school. The specific objectives were: to identify the potential of educational technology available at this school. Evaluate the methodological approach with the use of ICTs in the proposal of FC in Geography teaching. Contribute significantly to the theoretical reflection on the validity of the FC and ICT Geography teaching. As the theoretical foundation of the research focused on the writings of Viviane Mosé’s Contemporaneity (2013), Edgar Live’s Complexity (2003), Gilles Lipovestsky’s Hypermodernity (2011), George Siemen's Connectivism (2006) and Marc Prensky’s Generations of Technology (2010), inverted classroom Jonathan Bergmann and Aaron Sams (2012) and to the Networks of David Harvey (2007); Milton Santos (1996.1997), Pierre Lévy (1999), Manuel Castlles (2003), among other authors. The flipped classroom methodology as a way and possibility for those teachers who wish to promote the teaching and learning with ICT and media. It presents its application through a pedagogical intervention to bring the theory into practice. It is concluded that the use of technology can enhance the teaching and learning process of Geography. However, the infrastructure, the location of the school and students’ gadgets, can be an issue for the activities involving the internet and digital technologies. For this reason, the teacher must be prepared to modify the practice and adapt it to the features found where he teaches.