2024-11-282024-11-282020https://repositorio.ifal.edu.br/handle/123456789/778Technologies can be considerable allies in t he teaching learning process and work as facilitators of various contents that are worked on in geography classes. For this to happen, it is important that teachers can develop new teaching practices. However, qualification , lack of physical structure on c ampus and several factors can hinder and even make this process unfeasible. In light of the foregoing , a research was developed with the aim to studying the importance of geoprocessing tools and their applicability in technical disciplines and how geograph y can collaborate to insert these contents. As a methodological path, a research was carried out on how the geography teachers of the Marechal Deodoro campus relate themselves to the geoprocessing tools, realizing that these tools are fundamental to the un derstanding of various contents inserted in the environmental area. In the time that we sought to know through the analysis of the syllabuses of the degrees of geography, we noticed that the geoprocessing i s seen as an elective course during the graduation Also analyz ing the Pedagogical Project of the Vocational Program of Integrated High School in Environment we observed how the Geoprocessing is inserted in all technical disciplines and we comprehended that its insertion in geography classes can contribu te to teaching and learning. In addition, we carried out a study regarding to the geoprocessing software currently available. Therefore, we realized that the chek software Google Earth Pro would be suitable to the development of a didactic sequence, applie d through a workshop for Geography t eachers of this Technical Programme , allowing the insertion of it as a geoprocessing tool in the school routine. As it is research action , the project will focus on improving the educational product after its application , seeking for solutions and improvements when necessary. As a result, we realized that the application of these tools contributes to the insertion of Learning Objects and promotes a successful experience between geography and geoprocessing. We concluded, t herefore, that the insertion of technologies provides dynamic, updated classes and that arouses students' interest in geography content which has a connection with geoprocessing. A lso seeking the development of an integral education, capable of producing c riticality in the students over the reality to which they are inserted inptEnsinoProduto EducacionalGeoprocessamentoGeotecnologiasGeografiaDissertaçãoCIENCIAS HUMANAS::EDUCACAO