Geografia no contexto da sociedade da aprendizagem: o livro didático e as tecnologias digitais da informação e comunicação como potenciais no ensino e na aprendizagem

Abstract

The power of education goes beyond the assumption of learning the minimum so that the subject is aware of him/herself, and school geography must consider the importance of teaching how to learn to read the world on different scales. As such, education is seen as one of the main factors in transforming the world, based on raising awareness and educating students, which would enable them to have better opportunities from the point of view of human capital. Although in recent decades the advancement of the technical scientific informational environment has reached schools, the textbook continues to be the main tool that aids the teaching-learning process, as well as being an instrument for disseminating political and cultural ideals. It should be noted that the new developments in Information and Communication Technologies (ICT) should be exploited to benefit the teaching-learning process. However, access to opportunities is not democratic, and there are two school models that contribute to widening the gap in learning indicators in the predominant school model. Thus, the aim of this article was to analyze the context of the information society and the relevance of teaching Geography enhanced by the use of textbooks associated with information and communication technologies, as well as to characterize the information society with a focus on the material conditions it offers to boost the teaching and learning environment in Geography, in addition to understanding the challenges of teaching Geography in the face of the information society, as well as identifying means that enhance the teaching of Geography associated with the use of textbooks. The methodological approach is based on a qualitative integrative literature review of bibliographic references, in which scientific works of proven relevance to scientific production in the area, such as peer-reviewed articles, monographs, dissertations and theses, from electronic platforms, will be used as a theoretical-methodological reference, being extracted through searches in the Scientific Electronic Library Online (SciELO) and Google Scholar databases. In the learning society we are led to new ways of learning and relating to knowledge. Learning takes place in the most diverse contexts, whether formal or informal, and is a lifelong process because the global world is competitive and what is current and relevant today will be obsolete and decontextualized tomorrow. The textbook remains one of the main materials used by all teachers, and in many cases, it is the only teaching resource used in the classroom. Research into the teaching of geography is extremely important in this scenario, as it makes it possible to produce new content on the subject and discuss the most different realities. In this way, education and the use of digital technologies have promoted the creation of new spaces for interaction and communication between people, increasing access and the way in which knowledge is developed and constructed, thus forming critical, thinking citizens who are aware of their role in the society in which they live.