Análise da utilização de recursos didáticos na disciplina de Geografia em uma escola pública da cidade de Aldeias Altas-MA

Abstract

Geography teaching, as a component of the Human Sciences curriculum, plays a fundamental role in the critical education of students by enabling the understanding of social, spatial, environmental, and territorial dynamics that structure the contemporary world. In this context, the use of didactic resources becomes strategically important, as it contributes to making the teaching-learning process more meaningful, dynamic, and contextualized, especially in high school, a stage marked by preparation for external assessments and the consolidation of cognitive and social competencies. From this perspective, this study aimed to analyze the didactic resources used in the teaching of Geography in a public school in the municipality of Aldeias Altas, Maranhão (MA), and to understand their implications for the teaching-learning process. The research adopted a qualitative approach and was conducted with 28 third-year high school students and the Geography teacher through questionnaires and a semi-structured interview. The results indicate that, although the school has adequate infrastructure and technological resources, traditional teaching methods still prevail, with the textbook and the board being the most frequently used tools. Students reported difficulties mainly with cartographic content and expressed interest in more dynamic pedagogical practices, such as the use of digital technologies, research activities, and outdoor learning experiences. The study highlights the need for methodological diversification and continuous teacher training for the effective use of digital tools, as well as greater alignment between teaching strategies and the requirements of the National High School Examination (ENEM). It is concluded that the quality of Geography learning depends not only on the availability of resources, but also on teacher mediation and the pedagogical intentionality behind their use.