GEODIVERSITY GOES TO SCHOOL: SOILS, ROCKS AND MINERALS AS DIDACTIC RESOURCES IN THE SOCIOENVIRONMENTAL THEMATIC APPROACH
DOI:
https://doi.org/10.14393/RCG238857335Keywords:
Geodiversity, Teaching, Scholar Geography, Socioenvironmental themesAbstract
The teaching and reflection on concepts and discussions that constitute the socioenvironmental themes, in many cases are treated superficially, or are left aside in the context of Basic Education, due to the difficulties encountered by educators to dialogue and work with these contents. In view of this issue, and the relevance of the debate on these themes, this article aims to highlight the potential of geodiversity components in the approach of socioenvironmental themes, especially in School Geography. To this end, an extensive literature review was conducted and the interpretation and discussion of the results obtained from activities and didactic practices applied with students from the 1st year of night high school in a public school in Londrina (PR). The reflections reached in the research revealed multiple possibilities and potentialities of geodiversity components (rocks, minerals, soils, landforms, etc.) as didactic resources that can help Geography teachers in the approach of socioenvironmental themes, and students in understanding the discussions related to the theme, from the local to the global scale.
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Copyright (c) 2022 José Rafael Vilela da Silva
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