THE POTENTIAL OF CHOREMATICS IN GEOGRAPHY TEACHING BY INQUIRY LEARNING

Abstract

This research work, developed with high school students from the state public school network in Minas Gerais, focuses on the potential of didactic sequences, which may signal paths for learning, based on research, active methodology and appropriation of geographic languages. In this study, experiences and interpretations were compiled in order to contribute to the reflection on the structuring of pedagogical practice from geographical situations and in the construction of geographic reasoning, seeking to consolidate a geographical look aimed at the interpretation of spatialities (CORRÊA, 2018). The data analysis was conducted by dialoguing with the learning principles developed by Bloom , Vygotsky , the bases for geographic reasoning laid by Roque Ascenção and Valadão and the theoretical assumptions of Brunet's chorematics. It was investigated whether the use of chorematics as a learning device would drive the construction of geographic reasoning. It was noticed that the use of choremas in basic education requires pedagogical filtering and attention must be paid to the procedural character of assimilation of new languages. Its multimodal character favored the exploratory study of geographical situations in their multiple facets and proved to be a powerful mediational medium for the development and expression of geographic reasoning.