METHODOLOGICAL PROPOSITIONS FOR TEACHING PHYSICAL GEOGRAPHY AT SCHOOL, CITY OF MANAUS - AM

Abstract

This article presents a thread on the teaching of Geography, in the physical and natural context. The research arose from the observations in the Supervised Internship in Geography Teaching II, in which he observed that students had difficulties in understanding physical geography contents. This article aims to analyze how Physical Geography should be worked on in Elementary School II and its importance at geographic education. As specific objectives, we seek to: Understand the approach of geography contents from a physical and natural perspective; Analyze whether the teaching of Physical Geography serves the PCNs and the BNCC; Propose methodologies for teaching Physical Geography. The methodology comprises bibliographic and documentary research, through the analysis of journals and interviews with Geography teachers of Elementary School II, city of Manaus-AM. In the results, it is highlighted that the Teaching of Physical Geography presents more theoretical the classes than practices; At the students' level of learning, it was found that in didactic-pedagogical strategies, many students have difficulties in understanding geographic contents. In the teaching of Physical Geography and the perspectives suggested by the PCNs and BNCC, the two schools surveyed follow the planning of the State Department of Education-SEDUC and instructions from the PCNs and BNCC, but bring little regional content. The new languages allow several propositions for Geography, in which the active methodologies: Inverted classroom, digital book, Rotation by stations, Didactic games, working with projects, Comic book, The relief in your hands, Board or memory games, Model of the level curves in EVA foam.