Mobilidade e acessibilidade urbanas no ensino de geografia: contribuições para a formação cidadã

• Autor(a) principal: Miranda, Marielly de Sousa
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/11678
• topic: Mobilidade e acessibilidade urbanas; Ensino de geografia; Formação cidadã; Pensamento geográfico; Percurso didático; Urban mobility and accessibility; Teaching of geography; Geographical thinking; Didactic path; CIENCIAS HUMANAS::GEOGRAFIA

This work follows the premise that the teaching of Geography should serve to form active and conscious citizens. For this, the city is defended as a dimension for the construction of geographic knowledge, as through it, everyday demands and problems faced by students can be addressed, such as urban mobility and accessibility. Starting from this interpretative horizon and experiences which indicate that Geography taught predominantly contributes little to the analytical development of the city that allows students to fight for better access/mobility, but on the other hand, this is the school subject that has the most to contribute to this discussion due to its dimension of spatial analysis of phenomena, it was proposed to understand how School Geography, mediated by the theme of urban accessibility and mobility, can favor the development of geographic thinking and the citizenship education of students. For this, the present investigation was carried out, which configures itself in a participative research, of qualitative character, where bibliographical researches were carried out, documental analysis of the parameters that guide the proposals made in schools and the observation of classes, construction and realization of two proposals for didactic mediation in two schools of the state education network located in the Metropolitan Region of Goiânia. From the studies carried out, the critical reading of the curricular documents, subsequent analysis, and the interpretation of the data acquired from the didactic sequence, were observed indications that confirm the hypothesis that Geography offers the possibility of conducting a discussion about accessibility and urban mobility in a broad, critical and integrative way, and at the same time, the critical approach to this theme in the Teaching of Geography can effectively contribute to the development of geographic thinking and to the citizenship formation of students.