SCHOOL MUSEUM IN THE METHODOLOGICAL PROPOSAL OF GEOGRAPHY STUDIES IN THE INITIAL YEARS OF ELEMENTARY EDUCATION

Abstract

This text presents a pedagogical and investigative experience through the case study with a class of students in the initial elementary school years in a public school. Actions were conducted that resulted in the construction of a school museum involving students, teachers, and families, whose family records and artifacts of significant importance in preserving memories became the main research instruments in Geography research. Besides the didactic-pedagogical contributions, the activities became local actions that culminated in organizing, constructing, and sharing a museum within the school environment to study local Geography. In this text, we address the stages with the implications and with the support for the teaching and learning process in the construction of geographical thinking. We highlight the main aspects identified by the participants, which became discoveries and learnings in the field of knowledge. As a diversified didactic pedagogical alternative, the school museum fosters the teaching and learning process across various areas of knowledge and dynamizes the construction of meaningful pedagogical proposals that integrate the initiation into research in basic education. The biggest problem is the unavailability of physical space in the school institution to house the museum permanently. The systematization of scientific knowledge can be developed with the participation of students and families.