Escrita autobiográfica na prática de ensino de uma professora de geografia em formação:

Dispositivo para o processo de ensino e aprendizagem na educação básica

Abstract

The main objective of this work is to present and discuss a teaching practice involving the autobiographical writing of basic education students, not as a practice with tabulated results, but which sought to carry out an activity appropriate to the context and reality of the students. This practice was carried out with the objective of bringing the teacher closer to the reality of the students, transforming the classroom into a place that is truly capable of carrying out the teaching and learning process. This practice preceded the classes on specific contents of the discipline of Geography, for a class of the seventh year of elementary school, of a state public school located in the city of Uberaba (Minas Gerais, Brazil), composing the practice of teaching internship of a Degree Course in Geography. The proposal to carry out a teaching practice with students autobiographical writing emerged after observations made in the classroom, when students disinterest and lack of understanding regarding the role of the school and geographic knowledge in their training were identified. It was evident that, after practicing with autobiographical writing, students showed greater attention and interest in classes, as well as greater understanding and cooperation between students and with the teacher, in addition to a significant increase in their participation in the teaching processes and learning. Thus, this text aims to share aspects of a practice that proved to be fertile for pedagogical development in basic education, especially considering the importance of the student recognizing himself in this process.