SEMINAR METHODOLOGY AND SCHOOL GEOGRAPHY IN HIGH SCHOOL

THE STUDENT RESEARCHER?

Abstract

This work is the result of research, conducted from the participant observation in the classroom, which took place during the Supervised Curricular Internship in Geography I, whose objective was to identify if the didactic resource of the “Seminars” contributes to the learning of the students of the 1st year of high school. from the Armando Young State School. In addition to the observations, this work included bibliographic research by authors who reflect on the internship as research in teacher education, the challenges of teaching geography and the pedagogy of autonomy, such as Pimenta and Lima (2012), Lacoste (1989) and Freire (1996). When one thinks of “seminars” as a didactic resource, one thinks of the systematic presentation of the results of research in the school context, that is, placing the student as the protagonist of their learning, giving them autonomy to investigate themes and build their thinking about the subject by presenting the results. However, observing the practices, it was noted that the seminars, which at first mobilize the classroom, favoring the productive grouping, do not contemplate the teacher's goal, which would be to make the classes more dynamic and participative since it is a school of integral education. The application of this methodology does not achieve the goal, either because they are not oriented in detail on how to proceed to research and presentation of themes, or because some students are not sufficiently interested in the teaching proposal of the teacher. It seems that there is no great concern on the part of the teacher in the construction of critical thinking of the student. Although using the Seminar methodology, which would encourage the student-researcher, there is no development of “learning to learn” capable of making the student an autonomous subject.