Abordagem do conceito de lugar nos livros didáticos e a relação ensino e aprendizagem no cotidiano do aluno do 6° ano do ensino fundamental

Abstract

The present Undergraduate Final Project analyzes how the concept of place is approached in Geography teaching in the 6th grade of a two public school in Caxias, Maranhão, examining how this concept is treated in textbooks and how it contributes to meaningful and contextualized learning. The general objective is to analyze how the concept is presented in the textbook and to understand students perceptions of the theme. The specific objectives include identifying how the material addresses the concept, understanding how students relate it to their daily lives, and assessing its contribution to the development of geographical thinking and civic awareness. The methodology adopted is qualitative, descriptive, and exploratory in nature, combining documental analysis of the textbook Expedições Geográficas with field research through questionnaires applied to 81 students and interviews with teachers. The data were interpreted using Content Analysis. The theoretical framework is grounded in the guidelines of the BNCC and in authors such as Milton Santos, Cavalcanti, Callai, Tuan, and Pontuschka, who discuss lived space and school geography. The results reveal that the textbook presents the concept in a superficial and weakly contextualized manner, while students display difficulties in reading and writing, demonstrating a predominantly affective and intuitive understanding of place. It was also observed that teachers’ pedagogical practices, although they attempt to relate the content to students’ daily lives, remain centered on traditional methods and the exclusive use of the textbook. It is concluded that, despite the material and cognitive limitations identified, the concept of place is essential for the formation of geographical identity, requiring the implementation of more investigative pedagogical practices that effectively connect lived space to scientific knowledge