Didactic resources in teaching Geography

strategies for working with the categories Place and Landscape

Abstract

This paper sought to analyze the use of teaching resources that can beapplied to the teaching of Geography, especially in the context of remote and hybrid learning, resources which can be produced manually or via applications/programs. In its methodological path, this study consisted of a Phenomenological-based participant research organized in four stages: application of the survey questionnaire; workshop on the geographic categories and didactic resources; construction of resources; and ending with the assessment questionnaire, which made it possible to understand if and how the students assimilated the geographic categories Place and Landscape, as well as their operationalization through didactic resources. The data analysis allowed pointing out, as a result, the need to think about methodologies and the use of alternative resources to improve the teaching-learning process. Among all the teaching resources used in the study, the quiz had the best ratings by the students because of its dynamism. Finally, didactic resources can enhance the teaching of Geography, but to apply them it’s extremely important that the researcher/teacher first knows the demands of his school community and the reality of the social actors involved in this process, so as not to fall into the trap of performing dynamics without content.