FIELDWORK AS A STRATEGY TO TEACH GEOGRAPHY AS A SCHOOL SUBJECT

Abstract

The teaching methodology based on Fieldwork stands out as an efficient resource to improve and dynamize the curricular practice of the contents studied by Geography and considers of a great importance to analyze and comprehend the geographical area, narrowing relations between theory and practice. The present article aimed to investigate the Field classes’ importance as a didatic methodology to help the comprehension of the geographical school content. The research took place in a public high school class of Colégio Estadual Ivone Soares Castanharo, located in Campo Mourão, Paraná, and the research extension was guided by directed scripts which took place at Parque Gralha Azul, in the same city. The theoretical researches were based on the contents from the didactic book related to the geographic landscape, and the field practices used was the inductive method of observation, analysis and correlation, with the objective of assimilating and obtaining new geographic information. The researches in classic and contemporary references and the experiences obtained in the implementation during the field lessons, confirmed the hypothesis that the geographical knowledge, when experimented by research projects and supported by curricular practices that bring actions to the classes, transforms learning into a pleasant and significant experience.