“Nesse rio corre saber”: Análise do ensino de geografia a partir da geograficidade em duas escolas ribeirinhas do Distrito de Carapajó-Cametá-PA

• Autor(a) principal: Silva, Gleika Marques da
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19943
• topic: Geograficidade; Ensino de geografia; Ribeirinhos; Amazônia; Geographicity; Teaching geography; Riverside; Amazon; CIENCIAS HUMANAS::GEOGRAFIA

It is understood the riverside, the subject who inhabits the floodplains, with their own way of living and existing, who has in their lived spaces elements that are their own, the rivers, the stilts, the type of vegetation. Identifying these elements is an exercise in locating the relationships between these subjects, the constructed spatialities and their practices and knowledge woven into their daily lives. Students from riverside schools have spatial knowledge, as they experience space in their daily lives. Geographicity is seen as a category that seeks to understand the spatial existence of these subjects. From this perspective, the research aims to analyze the approximations between the geography experienced by riverside dwellers and that taught in two schools in the district of Carapajó, Cametá-Pa. Therefore, the methodological instruments used were: participant observation, interviews, questionnaires, and content analysis. The subjects involved in the research were the teachers who teach the subject of geography in the 6th and 7th grade classes, the principals and heads of schools, as well as employees of the Municipal Secretary of Education (Semed) in the municipality of Cametá. These schools are located within an Amazon riverside context, in a place with its own specificities, where residents produce and reproduce a spatiality. Thus, the investigation allowed us to identify the knowledge and practices that make up the geography of riverside subjects who live in communities close to the schools, and how these schools and geography teachers in their teaching work articulate this lived geography to the teaching process. It was also observed that teachers articulate this geography in part, but due to the lack of structure on the part of the State, it ends up interfering in a better articulation. Thus, it can be concluded that it is important to recognize the elements of these students' geography, such as their experiences in the community, their family contexts, domestic practices, other practices that interfere in their geographicities, having this as a presupposition in the geography teaching, it is possible that this offers a contribution for students to apprehend themselves as subjects of their spaces, possessors of knowledge. However, we emphasize the need to think about geographicality beyond the relationship with the place, with what is experienced. Therefore, a scalar thinking to understand that the riverside subject demands local knowledge, but that it needs to be interconnected with the global reading of the world, so that he is not oblivious to the world he belongs to.