A formação do pensamento geográfico dos alunos por meio de conteúdos referentes à relação cidade-campo no ensino de geografia

Abstract

This dissertation analyzes the possibilities for shaping the geographical thinking of basic education students through the approach of the city-countryside relationship in Geography teaching. It starts from the understanding that the teaching of this discipline should enable students to construct a specific way of thinking about reality, articulating concepts, scales, processes, and socio-spatial relationships. The study problematizes the way in which the city-countryside content has been traditionally approached in school Geography, frequently marked by dichotomous, descriptive, and uncritical readings. Its general objective is to analyze the possibilities for shaping geographical thinking through this theme, considering the guidelines of the official curricular documents (BNCC (2017) and DCGO (2019)). Specific objectives include: characterizing theoretical approaches to the city-countryside relationship; examining its presence in the BNCC and DCGO; investigating its articulation with the local scale; and identifying evidence of student learning. The research is justified by the need to improve the teaching of Geography and promote a critical understanding of sociospatial dynamics. Methodologically, this study falls within the field of qualitative research and is guided by participatory research, being developed with 7th-grade students in a school located in the municipality of Bela Vista de Goiás. Data were collected through an open-ended questionnaire and analyzed using content analysis. The theoretical framework is based on critical school geography, discussions about the city-countryside relationship, and the formation of geographical thought. The results indicate that the approach to the city-countryside relationship, when mediated didactically and articulated at the local scale, contributes to overcoming fragmented interpretations and favors the understanding of the city and the countryside as interdependent spaces, historically produced and related to the students' daily lives. It is concluded that pedagogical intentionality and didactic mediation are central elements to enhance the formation of geographical thought in geography education.