Estratégias desafiadoras no ensino de geografia: mapeamento do saber e tecnologias digitais em escolas públicas de Porto Nacional/TO

Abstract

This dissertation examines the contributions, limits, and possibilities of using challenging strategies in Geography teaching in public schools in Porto Nacional, Tocantins, with emphasis on knowledge mapping and the use of digital technologies as pedagogical tools. The general objective is to examine, through bibliographic review and documentary analysis, how these strategies may promote meaningful learning by bringing geographic contents closer to students’ lived realities and contributing to their critical and civic formation. Methodologically, the research is qualitative in nature, based on a bibliographic review and documentary analysis of the Political-Pedagogical Projects of two public state schools in Porto Nacional, with data treated through content analysis, according to Bardin (2011). The documentary analysis of the PPPs, combined with the literature review, indicates that institutional pedagogical orientations show formal alignment with the principles underlying challenging strategies, while also revealing methodological gaps and structural constraints that limit their implementation. It is concluded that such strategies present relevant formative potential, although their effective implementation depends on structural, organizational, and professional development conditions within public schools.