Positive impact of the use of active learning methodologies in teaching geography: a bibliographical analysis based on experiences in basic education

Abstract

For a long time, the traditional teaching method predominated in educational practices in basic education, in order to establish learning acquired exclusively through the transmission and memorization of content. Directed at Geography, there were several changes in approaches to its study, as well as in its pedagogical conducts. Currently, there are changes in these practices, in order to problematize the exclusively traditional process, thus inserting the active need of the student in his/her teaching-learning process; for this, some of the methodological mechanisms used are active learning methodologies. In view of these contexts, this work was prepared, therefore, being a bibliographic review in which the objective is to analyze the insertion of active methodologies in the teaching of Geography based on experiences in basic education. In this sense, the methodology used was based on a bibliographic review of articles taken from the Google Scholar and Capes Periodicals databases, in order to obtain data regarding the results that were generated through the use of these active mechanisms. Subsequently, after the review, the respective data were systematized in a table for better visualization. In view of the study, it was concluded that the diverse active methodologies effectively provide relevance and support in the teaching of Geography, attesting to the different cognitive skills stimulated, as well as the satisfactory results in the assimilation and problematization of the contents.