Recursos didáticos no ensino de geografia na rede pública estadual (Fortaleza, Ceará): desafios e possibilidades para a construção do pensamento geográfico

Abstract

This article aims to investigate the use of teaching resources in the development of geographical thinking, focusing on bridging the gap between school content and students’ realities. The research is characterized as a qualitative, exploratory study, conducted through a bibliographic review and an online survey applied to 19 Geography teachers from the state education network in Ceará, specifically in the municipality of Fortaleza. To achieve this objective, the literature review initially covered general didactics works, such as those by Libâneo (2013), Piletti (2010), and Zabala (2010), to understand the definitions and classifications of teaching resources. Subsequently, contributions on Geography teaching were incorporated, bringing in relevant authors in the field, such as Callai (2002, 2011, 2013), Cavalcanti (2010, 2011, 2012, 2019), and Pontuschka, Paganelli, and Cacete (2009), who emphasize the importance of linking resources to the construction of geographical knowledge. Data collection was carried out via a Google Forms questionnaire, involving teachers assigned to the three Superintendencies of State Schools in Fortaleza (SEFOR 1, 2, and 3). Data analysis revealed that, although teachers recognize the relevance of teaching resources, their use is still hindered by challenges such as lack of infrastructure and the predominance of traditional practices. However, it was observed that when used intentionally and connected to geographical content and students’ daily lives, teaching resources enhance learning and promote the development of spatial and critical thinking. The study concludes that the planned and reflective use of these resources allows Geography teaching to become more closely aligned with students’ realities, contributing to their formation as critical and reflective individuals.