THE CONSTRUCTION OF A SEQUENCE OF INVESTIGATIVE TEACHING IN GEOGRAPHY FROM THE PERSPECTIVE OF RESEARCH TEACHING: A POSSIBLE PROPOSAL

Abstract

The objective of this article is to describe and analyze an Investigative Teaching Sequence (SEI) in Geography, adopting the perspective of teaching by investigation as a didactic approach, seeking toidentify identifications that characterize it as investigative. It presents a qualitative approach, being the result of a collaborative research. The SEI was started together with a Geography teacher from Basic Education in High School, and is entitled “Demographic dynamics and socio-spatial relations.” To plan it, we held eight meetings (online meetings – via Google Meet platform). For analysis, we consider the characteristics of teaching by investigation proposed by Moura, Valois and Sedano (2019). The results demonstrate that the SEI has an investigative character, meeting the budgets of teaching by investigation. It presents a proposal on how to provide the student's prior knowledge, as well as the articulation between the proposed steps and activities, so that the student can, through investigative teaching, solve problems, raise hypotheses, investigate and analyze the phenomena discussed in class. Therefore, we hope that work from the perspective of this didactic approach, through SEI, finds space in Geography classes, becoming a powerful ally for the promotion of teaching and learning.