http://memoria.ifrn.edu.br/handle/1044/1111 Tue, 21 Apr 2026 21:21:04 GMT 2026-04-21T21:21:04Z http://memoria.ifrn.edu.br/handle/1044/3206 Unidades de conservação como espaços educativos: o parque da cidade de Natal/RN e o ensino da Geografia This study focuses on the role of Conservation Units in Geography education, taking as its object of analysis the Parque da Cidade Dom Nivaldo Monte, located in Natal, Rio Grande do Norte, Brazil. The main objective is to understand how this conservation unit can contribute to the teaching and learning processes in Geography. In this context, the research sought to deepen discussions on the development of educational practices in non-formal learning spaces, emphasizing their pedagogical potential. The methodology was based on bibliographic research and a technical field visit aimed at understanding the spatial organization and the main environmental and structural attributes of the park. From these stages, didactic sequences were developed in accordance with the chosen theme, designed for application both in field classes and in formal educational settings. In the third phase of the study, one of these proposals was implemented in the classroom, using two data collection instruments: an initial diagnostic questionnaire and a second one to assess students’ perceptions after the class. The data were analyzed qualitatively, revealing that the proposal significantly enhanced students’ understanding of the importance of environmental preservation areas. Furthermore, it fostered comprehension of the geoenvironmental aspects of Parque da Cidade and its relationship with the urbanization process of Natal, including discussions on cartographic scale and the use of Google Earth as an educational tool. It is concluded that bringing Geography content established by the Base Nacional Comum Curricular (BNCC) closer to students’ everyday experiences through the use of local environmental protection areas constitutes a meaningful pedagogical practice. It is also essential to respect the guidelines of the Sistema Nacional de Unidades de Conservação (SNUC) and the specific characteristics of each category. This approach promotes citizenship awareness, environmental preservation, and a sense of place attachment, opening multiple possibilities for educational work through disciplinary, interdisciplinary, and transdisciplinary perspectives. Wed, 19 Nov 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3206 2025-11-19T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3201 Migração intrametropolitana e mobilidade espacial Natal – São Gonçalo do Amarante (RN): o caso dos moradores do condomínio habitacional Mirantes da Lagoa Mon, 09 Feb 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3201 2026-02-09T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3199 Percepção docente sobre o uso de materiais recicláveis como recursos didáticos no ensino de cartografia This monograph, linked to the Federal Institute of Education, Science, and Technology of Rio Grande do Norte (IFRN/CNAT), investigates the perceptions of Basic Education Geography teachers regarding the use of recyclable materials as didactic resources in the teaching of Cartography. The general objective is to analyze how these teachers evaluate the potential, limits, and pedagogical impacts of using recyclable materials when addressing cartographic content. The research is qualitative in nature and was developed through the application of an online form for Geography teachers, allowing for the collection of data on pedagogical practices, teaching conceptions, and institutional conditions. The results show that the use of recyclable materials goes beyond being a mere alternative resource, establishing itself as a pedagogical strategy capable of promoting meaningful learning, increasing student engagement, and strengthening the link between School Cartography and Environmental Education. Despite the recognition of the positive impacts of this practice on learning and student motivation, the data reveals a gap between pedagogical discourse and the actual implementation of these methodologies in daily school life. This gap is primarily associated with teacher workload, the lack of planning time, and the absence of specific continuing education. It is concluded that the consolidation of the use of recyclable materials in Cartography teaching depends on the strengthening of institutional policies that value pedagogical planning, invest in teacher training, and encourage innovative practices in Geography teaching. Wed, 04 Feb 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3199 2026-02-04T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3195 Paisagem e transformação da cidade: percepções dos alunos do 6º e 7º anos em Monte Alegre-RN (estudo de caso na Escola Municipal Prefeito Larandi de Aguiar This study focuses on the concept of landscape, analyzed through the perceptions of students enrolled in the Youth and Adult Education program at the Municipal School Prefeito Iarandi de Aguiar, located in Monte Alegre, Rio Grande do Norte, Brazil. The main objective was to analyze how students from the 6th and 7th grades perceive the concept of landscape and to understand how this perception evolves through pedagogical activities guided by the Three Pedagogical Moments (3PMs) proposed by Delizoicov, Angotti, and Pernambuco (2007). The research was driven by the following question: how do PROEJA students perceive the concept of landscape and identify transformations in the urban landscape of Monte Alegre? The theoretical framework was based on geographic studies of the concept of landscape, drawing on authors such as Santos (1996), Callai (2011), Cavalcanti (2019), and Suertegaray (2017), who understand landscape as a historical, cultural, and perceptual construct, intrinsically linked to lived space. The methodology adopted a qualitative and descriptive approach, using thematic workshops, photographic records, and discussion circles as instruments for data collection and analysis. The activities were organized into three stages: the initial problematization of the landscape concept; the organization of knowledge through the analysis of old and recent images of the city; and the application of learning through students’ own photographic production. The results showed that, initially, students’ understanding of landscape was limited to its visual and natural aspects. However, after participating in the workshops, their perception expanded to include historical, cultural, and affective dimensions related to the city and its urban transformations. The photographs produced by the students revealed a more sensitive and critical perspective on urban life, recognizing landscape as an expression of social relations and collective memories. It is therefore concluded that the use of landscape as a pedagogical tool significantly contributes to the teaching of Geography, enabling learners to understand space in its complexity and to develop a more reflective attitude toward the place in which they live. Mon, 01 Dec 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3195 2025-12-01T00:00:00Z