UMA BREVE REFLEXÃO SOBRE A INTERNALIZAÇÃO DE CONCEITOS CIENTÍFICOS POR MEIO DA GEOGRAFIA ESCOLAR

Abstract

It is perceivable that Basic Education students have certain resistance towards the teaching of Geography, especially Physical Geography. Such a process is a consequence, among other factors, of the fact that this science is formed by several concepts which are often absorbed by students through the memorization method, without any reflection and contextualization of their reality. To overcome that limited and archaic approach it is necessary that teachers not only master the structured concepts of the science, but also the knowledge of how their students' cognitive development occurs. This article is based on the theorized reflection of a teaching curriculum sequence applied to a State-run school that is located in the city of [omitted for assessment]. It was developed during a Supervised Internship Program of the Geography Teaching Course at the [omitted for assessment] University. This article is written in the light of Vygotsky's Theory regarding the phases of scientific concepts development, which was applied to a Middle School class in order to develop geographic concepts. The results point out to the significance of students internalizing concepts in order to take possession of knowledge, which can be used by them as an instrument to analyze the surrounding world.