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MACHADO, J. C. E. The teaching sequence as a learning strategy for physical processes in geography classes during the II cicle of Ensino Fundamental. 2013. 125p. Dissertation (Masters in Education) Faculdade de Educação, Universidade de São Paulo, 2013. This present work is part of a study group dedicated to Teaching Methodology of Geography. We investigate how does the overcoming of obstacles to learning an elementary physical process in classes of this discipline, organized through a teaching sequence. Its main contribution is to provide theoretical and methodological planning classes of Geography to Ensino Fundamental II, aiming to work with themes and concepts common to Physical Geography. This work is supported by classic and contemporary authors that deal with learning, construction of knowledge and geographical concepts (PIAGET, 1948/2005; BACHELARD, 1938/2008; MEIRIEU, 2000; CAMILLONI, 1997; CASTELLAR; VILHENA, 2010; MONBEIG, 1956; SANTOS, 1997; ROSS, 2006, among others). We demonstrate and analyze the process of learning a concept in the context of a school routine and according to the geographical and pedagogical assumptions adopted, which allowed us to establish a relationship between theory and practice, and from this experience, theorising our experienced practice.

A sequência didática como estratégia para aprendizagem dos processos físicos nas aulas de geografia do ciclo II do ensino fundamental