A possibilidade de um estudo do meio no ensino de geografia numa escola de tempo integral: um estudo no Centro de Ensino Integral Prof.a Margarida Pires Leal

Abstract

The present dissertation had as objective to elaborate a Middle Study script for the teaching of Geography, considering the pedagogical context of a full time school. Starting from a qualitative investigation, through an instrumental case study, which according to Stake (1995), proposes to investigate how school actors apply a given policy, we carried out our work at the Centro de Ensino Integral Professora Margarida Pires Leal. Through a bibliographic search, from authors like Cavalieri (2002), Gonçalves (2006), Moll (2009) and Libâneo (2015), we discuss the concept of integral education, as the one that aims to train the student considering not only the its cognitive aspects, but also all its other dimensionalities (social, affective, aesthetic and etc.). With Coelho (2009) and Gadotti (2009), we present the model of full-time schools as a possibility to achieve a comprehensive education and, using a documentary

research, we present the Maranhão experience over time, in relation to school projects full- time. Finally, supported by non-participant observations and semi-structured interviews

conducted with the school's teaching staff, we discussed through content analysis (BARDIN, 1979) the possibilities for teaching Geography, considering the pedagogical model of the School of Choice. We understand that in this context, the teaching of Geography can be favored by the diversified part of the curriculum, especially the Elective Disciplines, which can add a greater workload to the development of geographic knowledge and content. These contributions contributed to the development of the final product of this dissertation, a Geographic Pedagogical Prospectus, containing a Middle Study script (FILHO and FELTRAN, 2003; PONTUSCHKA, PAGANELLI and CACETTE, 2007), at Lagoa da Jansen State Park, which presented , in the view of the subjects involved in the research, positive results and favorable to its applicability in the school context.