Ensino de geografia e a formação cidadã a partir dos espaços públicos urbanos
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2024-10-11
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Universidade Federal de Goiás
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Esta investigación explora la enseñanza de la ciudad a través de la Geografía, enfatizando el espacio público urbano y su papel en la formación ciudadana de los estudiantes. La ciudad se trata como un derecho para todos, mientras que el espacio público urbano se reconoce como el entorno donde se construyen identidades sociales y se llevan a cabo acciones políticas que sostienen la democracia. Sin embargo, el estudio también examina cómo las ciudades y los espacios públicos están subordinados a las dinámicas de explotación capitalista, lo que genera problemas como la desigualdad y la exclusión social, caracterizando la crisis urbana. Además, destaca que la falta de formación académica y social sobre el entorno urbano lleva a lo que se denomina "analfabetismo urbano". La investigación defiende que la enseñanza de la Geografía en la escuela ofrece a los estudiantes una comprensión crítica de la realidad urbana, orientando prácticas ciudadanas y ayudando a combatir el analfabetismo urbano. Dado que la ciudad es una dimensión del espacio geográfico, la Geografía desempeña un papel crucial en la construcción de este conocimiento. Para ello, el estudio enfatiza que el conocimiento académico y didáctico del profesor de Geografía es fundamental para que los estudiantes desarrollen un pensamiento crítico que sustente sus prácticas ciudadanas al acceder a los espacios públicos. El estudio desarrolló una propuesta didáctica para la enseñanza de la ciudad basada en el análisis del espacio público, con un enfoque en la formación ciudadana de los estudiantes. Esta propuesta adoptó un enfoque cualitativo, utilizando la investigación participativa para considerar a profesores y estudiantes como sujetos activos en el proceso de producción de conocimiento, con potenciales impactos pedagógicos, sociales y políticos. También se aplicó la metodología de investigación colaborativa, que valora a los profesores de Geografía como productores de conocimiento y contribuye a su desarrollo profesional continuo al incorporar directamente nuevos enfoques y conocimientos en su práctica docente. Se realizó una revisión bibliográfica y documental, consultando artículos, disertaciones, tesis, libros, capítulos de libros, periódicos impresos y digitales, redes sociales, bases cartográficas públicas, leyes y decretos. La investigación también incluyó la elaboración e interpretación de mapas del barrio donde se encuentra la escuela de estudio. La propuesta didáctica se estructuró en torno a un mapa de contenidos y siguió el proceso de problematización, sistematización y síntesis, incluyendo actividades de campo. El contenido se trabajó con estudiantes de secundaria de una escuela estatal en las afueras de Goiânia, donde la pregunta central de la propuesta fue: "¿El espacio público puede ser neutral?" Los resultados indican que la propuesta estimuló a los estudiantes a reflexionar críticamente sobre la realidad urbana, llevándolos a concluir que, aunque el espacio público debería ser inclusivo, a menudo se destina a ciertos grupos y formas de uso específicas. Así, la investigación demuestra la importancia de la enseñanza de la Geografía para fomentar una perspectiva crítica y ciudadana sobre la ciudad y el espacio público, esencial para construir una sociedad más democrática e inclusiva
This research explores the teaching of the city through Geography, emphasizing urban public space and its role in shaping students' citizenship. The city is treated as a right for all, while urban public space is recognized as the environment where social identities are formed and political actions are carried out to uphold democracy. However, the study also examines how cities and public spaces are subordinated to capitalist exploitation dynamics, which lead to issues such as inequality and social exclusion, characterizing the urban crisis. Furthermore, it highlights that the lack of academic and social education about the urban environment leads to what is called “urban illiteracy.” The research argues that Geography education in schools offers students a critical understanding of urban reality, guiding civic practices and helping to combat urban illiteracy. Since the city is a dimension of geographical space, Geography plays a crucial role in building this knowledge. To this end, the study emphasizes that the academic and didactic knowledge of the Geography teacher is fundamental for students to develop critical thinking that underpins their civic practices when engaging with public spaces. The study developed a didactic proposal for teaching the city based on the analysis of public space, focusing on students’ civic education. This proposal adopted a qualitative approach, using participatory research to consider teachers and students as active subjects in the knowledge production process, with potential pedagogical, social, and political impacts. Collaborative research methodology was also applied, which values Geography teachers as knowledge producers and contributes to their ongoing professional development by directly incorporating new approaches and insights into their teaching practices. A bibliographic and documentary review was conducted, drawing from articles, dissertations, theses, books, book chapters, print and digital newspapers, social media, public cartographic databases, laws, and decrees. The research also involved the development and interpretation of maps of the neighborhood where the target school is located. The didactic proposal was structured around a content map and followed the process of problematization, systematization, and synthesis, including field activities. The content was applied with high school students from a state school in the outskirts of Goiânia, where the central question of the proposal was: “Can public space be neutral?” The results indicate that the proposal encouraged students to critically reflect on urban reality, leading them to conclude that, although public space should be inclusive, it is often allocated to certain groups and specific forms of use. Thus, the research demonstrates the importance of teaching Geography to foster a critical and civic perspective on the city and public space, which is essential for building a more democratic and inclusive society
This research explores the teaching of the city through Geography, emphasizing urban public space and its role in shaping students' citizenship. The city is treated as a right for all, while urban public space is recognized as the environment where social identities are formed and political actions are carried out to uphold democracy. However, the study also examines how cities and public spaces are subordinated to capitalist exploitation dynamics, which lead to issues such as inequality and social exclusion, characterizing the urban crisis. Furthermore, it highlights that the lack of academic and social education about the urban environment leads to what is called “urban illiteracy.” The research argues that Geography education in schools offers students a critical understanding of urban reality, guiding civic practices and helping to combat urban illiteracy. Since the city is a dimension of geographical space, Geography plays a crucial role in building this knowledge. To this end, the study emphasizes that the academic and didactic knowledge of the Geography teacher is fundamental for students to develop critical thinking that underpins their civic practices when engaging with public spaces. The study developed a didactic proposal for teaching the city based on the analysis of public space, focusing on students’ civic education. This proposal adopted a qualitative approach, using participatory research to consider teachers and students as active subjects in the knowledge production process, with potential pedagogical, social, and political impacts. Collaborative research methodology was also applied, which values Geography teachers as knowledge producers and contributes to their ongoing professional development by directly incorporating new approaches and insights into their teaching practices. A bibliographic and documentary review was conducted, drawing from articles, dissertations, theses, books, book chapters, print and digital newspapers, social media, public cartographic databases, laws, and decrees. The research also involved the development and interpretation of maps of the neighborhood where the target school is located. The didactic proposal was structured around a content map and followed the process of problematization, systematization, and synthesis, including field activities. The content was applied with high school students from a state school in the outskirts of Goiânia, where the central question of the proposal was: “Can public space be neutral?” The results indicate that the proposal encouraged students to critically reflect on urban reality, leading them to conclude that, although public space should be inclusive, it is often allocated to certain groups and specific forms of use. Thus, the research demonstrates the importance of teaching Geography to foster a critical and civic perspective on the city and public space, which is essential for building a more democratic and inclusive society
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BORBA, W. G. Ensino de geografia e a formação cidadã a partir dos espaços públicos urbanos. 2024. 165 f. Dissertação (Mestrado em Geografia) - Instituto de Estudos Socioambientais, Universidade Federal de Goiás, Goiânia, 2024.