Os conteúdos escolares sobre a cidade e o urbano: desafios das práticas do professor de geografia à construção da cidadania

• Autor(a) principal: Pereira, Zuzy dos Reis
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/6411
• topic: Geografia; Ensino; Cidade; Urbano; Cidadania; Geography; Teaching; City; Urban; Citizenship; CIENCIAS HUMANAS::GEOGRAFIA

This research is about the possibilities and teaching purposes of school contents over the city and the urban, in view of the practical's challenges of the Geography teacher to the construction of citizenship. To provide the theoretical discussion are used as authors: Vygotsky (2010), Lefebvre (1991), Libâneo (1994), Carlos (1994), Cavalcanti (1998, 2001, 2008), among other ones. The contents of the city in the classroom should take into account that they are socially produced. The contents of the city should prioritize the various established relationships, as well as treatment and vision that people have of their city and its urban space, which leads to awakening and the full exercise of citizenship, by allowing a more effective intervention. This citizenship formation can occur, among other possibilities, through quality education, in which there is the worry and restlessness of the teacher and the student, and in which one establishes a relationship of teaching and learning that is capable of providing the awakening a geographical reading about the world. This study uses a qualitative approach to research and participating observation, which it presumes a monitoring of classes, observation, participation, interaction with students and teacher collaboration in planning and carrying out lessons. This paper consists of three chapters. The first chapter discusses about the importance of the contents of city and the urban in the Geography teaching. Presents the concept of city and urban to the Geography, as educational content geared to teaching this discipline and its relationship to citizenship. The second chapter discusses the methodologies used by the teacher in teaching Geography, which seek to combine the contents, objectives and methods in favor of arouse the interest of students in relation to teaching this discipline. For analysis of this methodology, supports on the construction of concepts as a Cultural Historical Theory of Vygotsky about the contents of city and urban. Moreover, it presents an investigation of teaching practices used to teach the urban and the city, pointing out its important role in the teaching of Geography. The third and final chapter discusses issues such as constructed concepts and practiced citizenship, due the development of participatory research in school, on the account of the observations made during lessons, classes taught, the work done with the class and the tests applied. From interpretation of the data from the participation in classes in the 7th grade of elementary school in a college Anapolis (GO), it is possible to conclude that there are many challenges ahead, but that there are possibilities that the teaching of content about city and about the urban, come to contribute, effectively, to the promotion of the of citizenship