Recursos didáticos não convencionais: uma contribuição para Geografia escolar no ensino fundamental II

Abstract

Geography teaching faces the constant challenge of overcoming traditional and mechanized pedagogical practices, which often result in student disinterest and disconnection from spatial reality. This study aims to analyze the context of the application of non-conventional didactic resources in Elementary School II in Caxias- MA, investigating the contributions of these tools to the improvement of the teachinglearning process. The methodology adopted was based on a mixed approach (qualitative and quantitative), consisting of a bibliographic survey and field research. Data collection was carried out through interviews with 15 Geography teachers participating in the 12th Pedagogical Meeting of Geography at the State University of Maranhão (UEMA). The results showed that, although teachers recognize that the use of resources such as technologies, audiovisuals, and games significantly favors student motivation and content assimilation, the frequency of use is still moderate, with bimonthly use predominating. The main difficulties identified for the implementation of these practices include gaps in initial academic training, which prioritized theoretical aspects to the detriment of pedagogical practice, as well as precarious school infrastructure and lack of institutional support. It is concluded that the insertion of nonconventional methods is fundamental to dynamize the school environment and promote critical and participatory learning; however, it is necessary to invest in continuing education and school structure to make these practices viable