http://repositorio.ufgd.edu.br/jspui/handle/prefix/52 2026-04-17T13:10:19Z 2026-04-17T13:10:19Z Lucena , Valmir de Oliveira de http://repositorio.ufgd.edu.br/jspui/handle/prefix/6813 2026-02-27T05:11:32Z 2025-12-03T00:00:00Z

Título: A formação inicial de professores de Geografia: uma análise a partir da Universidade Federal da Grande Dourados (UFGD) – currículo, percepções e perspectivas Autor(es): Lucena , Valmir de Oliveira de Primeiro Orientador: Silva , Flávia Gabriela Domingos Abstract: The initial training of Geography teachers in Brazil presents challenges related to the articulation between educational policies, curricular organization, formative practices, and the lived experiences of those in training. In this scenario, understanding how these elements are realized in undergraduate courses becomes essential to evaluate the effectiveness of the formative processes. This research analyzes the Geography undergraduate course at the Federal University of Grande Dourados (UFGD), situating it within the context of the National Curricular Guidelines and the contemporary demands of geographical education. The study seeks to understand how the curriculum articulates specific knowledge, pedagogical knowledge, and practical experiences, and what meanings students, graduates, and teachers attribute to initial training. The general objective is to analyze the Geography undergraduate course at UFGD, focusing on the curriculum, formative practices, and the perceptions of students and graduates about teaching. To this end, guiding documents (LDB, DCNs, PPC), curricular organization, and the subjects' conceptions of their formative trajectory are investigated. The research adopts a qualitative approach, supported by document analysis and case study. The methodological procedures involved: (a) analysis of the Course Pedagogical Project and regulations; (b) application of questionnaires to undergraduate and graduate students, allowing mapping of perceptions about training, internship, practice, and teaching performance; and (c) semi-structured interview with a course professor, deepening the understanding of challenges, advances, and specificities of initial training. The data were organized into categories and analyzed in light of references on teacher training and geography teaching. The results show that the course presents advances in the consolidation of a critical and socially referenced training, valuing the understanding of geographic space and fieldwork. However, challenges persist, such as the fragmentation between specific and pedagogical content, the need for greater integration between theory and practice, and the strengthening of links between university and school in supervised internships. The participants' perceptions reveal both strengths of the course—critical engagement, diversity of experiences, and construction of teacher identity—and weaknesses related to practical workload and curricular articulation. It is concluded that the course fulfills its formative function, but requires structural adjustments to more effectively integrate curriculum, practice, and school reality, strengthening teacher professional development. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2025-12-03T00:00:00Z Cruz, Kelvin Klem http://repositorio.ufgd.edu.br/jspui/handle/prefix/6812 2026-02-27T05:11:29Z 2025-12-05T00:00:00Z

Título: Descarte de resíduos sólidos nas reservas da mata atlântica no distrito de Primavera-SP: proposição de sequência didática para os alunos do ensino médio Autor(es): Cruz, Kelvin Klem Primeiro Orientador: Rampazzo, Camila Riboli Abstract: This dissertation presents a pedagogical intervention, in the form of a didactic sequence, aimed at problematizing solid waste disposal among high school students in an elective Geography course. The study is grounded in a discussion of the society–nature relationship and the principles of critical Environmental Education, articulated with the concepts of environment, solid waste, and relevant Brazilian legislation. The research adopted a qualitative approach, structured in three stages: (i) the design of the didactic sequence, aligned with the Brazilian National Common Curricular Base (BNCC) and the school community context; (ii) the implementation of classroom activities conducted over weekly sessions, involving dialogic teaching, analysis of audiovisual materials, production of written and visual records, and the sharing of results; and (iii) the evaluation of the proposal, based on a questionnaire administered to students and the analysis of the materials produced. The results indicated a deeper understanding among students regarding the environmental impacts of improper solid waste disposal, as well as an expanded sense of co-responsibility among individuals, the school, the community, and public authorities in the conservation of collective spaces. The didactic sequence proved to be feasible and pedagogically meaningful, highlighting the importance of Geography education in the formation of critical and socially engaged subjects regarding local social and environmental issues. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2025-12-05T00:00:00Z Gomes, Ana Lia Lourenço http://repositorio.ufgd.edu.br/jspui/handle/prefix/6811 2026-02-27T05:11:28Z 2025-10-23T00:00:00Z

Título: Sequência didática em geografia e educação ambiental na escola do campo na Escola Municipal Santa Rosa-Itaquiraí/MS Autor(es): Gomes, Ana Lia Lourenço Primeiro Orientador: Domingues, Alex Torres Abstract: The increase in solid waste has led to greater sustainability challenges across society. Large-scale production demonstrates the impacts humans are capable of causing on the environment, especially when many survive on what's called "garbage." Improper waste disposal frequently occurs in urban areas, and despite common belief, the topic is still not addressed much in educational networks, particularly in rural areas. In these regions, burning, landfilling, and abandoning waste near water bodies are common practices, representing a serious socio environmental problem. Considering that schools also generate waste, this brings reflection on their daily practices and the role of education in confronting this issue. The foundation is based on authors such as Caldart (2012), Arroyo (2004), Reigota (2004), Assad (2016), Soares (2007), and Molina and Jesus (2004), among others, who contribute to the reflection on the educational rights of rural populations, the school's role in sustainability education, and the importance of education as a transformative practice. The general objective of this work is to equip pedagogical practice to discuss the theme "solid waste or garbage?" in a rural school, correlating it with SDG 4 (Quality Education), SDG 11 (Sustainable Cities and Communities), and SDG 12 (Responsible Consumption and Production). Among the specific objectives are: To understand how waste is disposed of at the rural school, o plan an interdisciplinary proposal that addresses the topic in a contextualized way and stimulates student protagonism in local environmental issues. The proposal is situated within the field of School Geography, articulated with the foundations of Rural Education and critical Environmental Education. It utilizes the development and application of a didactic sequence, supported by the National Common Curricular Base (BNCC), as its primary pedagogical tool. The adopted methodology employs a qualitative approach, inspired by action research, and is based on observations, the application of a survey questionnaire, and the analysis of student productions during the execution of the planned activities. The results obtained from the application of the didactic sequence indicate that the students showed interest in the theme, recognizing their local reality as part of the 'waste or trash' problem, and proposing simple and viable solutions, such as selective collection, recycling, reusing organic waste, and composting. It is concluded that the didactic sequence, as a learning tool, is an active methodology within an interdisciplinary framework, contributing to the themes of Environmental Education and School Geography. This is evident in the students' spontaneous participation and interaction during the application of classroom activities, making them more productive and enjoyable, and highlighting the importance of contextualized pedagogical practices. Finally, it is considered a fundamental tool for the formation of critical and conscious individuals, capable of contributing to the construction of more sustainable societies. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2025-10-23T00:00:00Z Santana , Bruno Henrique Santos http://repositorio.ufgd.edu.br/jspui/handle/prefix/6810 2026-02-27T05:11:23Z 2025-12-02T00:00:00Z

Título: “Geo Go”: uma estratégia didática de gamificação no ensino de geografia nos anos finais do ensino fundamental Autor(es): Santana , Bruno Henrique Santos Primeiro Orientador: Rampazzo , Camila Riboli Abstract: This paper presents a didactic proposal based on active learning methodologies, focusing on the application of gamification as a pedagogical tool for teaching Geography in Elementary School. The main product of this proposal is Geo Go, an educational card game designed to promote meaningful learning through playfulness, interaction, and healthy competition. Inspired by strategy games, Geo Go was developed based on skills from the Brazilian National Common Curricular Base (BNCC) and covers content related to Brazilian Geography. In its dynamics, the game mobilizes fundamental concepts of the discipline — such as region, territory, and landscape — which permeate the approach to the contents, although the cards themselves are centered on aspects of Brazilian Geography. Thus, Geo Go contributes, above all, to the understanding of contents of Brazilian Geography teaching, while encouraging student protagonism, decision-making, and critical thinking, fostering engagement and knowledge consolidation. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2025-12-02T00:00:00Z