Geography, textbook and education: problematization of agrarian issues in elementary school

Detalhes bibliográficos
Autor(a) principal: Silva, Ricardo Gilson da Costa
Data de Publicação: 2021
Outros Autores: Suave, Mirian Pereira, Neves, Josélia Gomes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Cerrados (Montes Claros. Online)
Texto Completo: https://www.periodicos.unimontes.br/index.php/cerrados/article/view/3878
Resumo: This paper intends to analyze the agrarian theme in the textbook from the student perspectives, detailed in questions related and compared with the textbook adopted (Expedição Geográfica, 6th grade of elementary school, 2015). The methodological procedures involved the application of questionnaires to 64 students of the Escola Estadual de Ensino Fundamental e Médio Juscelino Kubitschek in the municipality of Santa Luzia d'Oeste, in a subsequent documentary analysis of the didactic material. The theoretical lens adopted was the critical education of Paulo Freire, a conception that sustains the inseparable relations between society and school with a view to social transformations. This recognizes the importance of students apprehending the current social and environmental problems that have been impacting agrarian structures in Brazil. It is concluded that the learning perceptions of 6th grade students about agrarian issues are close to the perspectives described by the textbook, and this is correlated with the annual planning of the teacher and postulate a vision anchored in the expectations of neoliberal policies without questioning their effects in the Amazon region, demanded for a formative process of problematizing nature.
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spelling Geography, textbook and education: problematization of agrarian issues in elementary schoolGeografía, libro de texto y educación: problematización de la temática agraria en la escuela primariaGeografia, livro didático e educação: problematizações da temática agrária no Ensino FundamentalAgrarian geographySchool contentTextbookCritical educationGeografía agrariaContenido escolarLibro didácticoEducación críticaThis paper intends to analyze the agrarian theme in the textbook from the student perspectives, detailed in questions related and compared with the textbook adopted (Expedição Geográfica, 6th grade of elementary school, 2015). The methodological procedures involved the application of questionnaires to 64 students of the Escola Estadual de Ensino Fundamental e Médio Juscelino Kubitschek in the municipality of Santa Luzia d'Oeste, in a subsequent documentary analysis of the didactic material. The theoretical lens adopted was the critical education of Paulo Freire, a conception that sustains the inseparable relations between society and school with a view to social transformations. This recognizes the importance of students apprehending the current social and environmental problems that have been impacting agrarian structures in Brazil. It is concluded that the learning perceptions of 6th grade students about agrarian issues are close to the perspectives described by the textbook, and this is correlated with the annual planning of the teacher and postulate a vision anchored in the expectations of neoliberal policies without questioning their effects in the Amazon region, demanded for a formative process of problematizing nature.El propósito de este trabajo fue analizar la temática agraria en el libro de texto desde la perspectiva de los estudiantes detallada en temas relacionados y comparada con el libro de texto adoptado: Expedición Geográfica, 6° año de primaria (2015). Los procedimientos metodológicos consistieron en la aplicación de cuestionarios a 64 alumnos de la Escuela Estatal de Educación Primaria y Secundaria Juscelino Kubitschek en el municipio de Santa Luzia d'Oeste, con posterior análisis documental del material didáctico. La lente teórica adoptada fue la educación crítica (FREIRE, 1987; 2002), concepto que sustenta las relaciones inseparables entre sociedad y escuela con miras a las transformaciones sociales. En este sentido, reconoce la importancia de que los estudiantes comprendan los problemas sociales y ambientales actuales que han impactado las estructuras agrarias en Brasil. Se concluye que las percepciones de los aprendizajes de los alumnos de 6o de Educación Primaria acerca de la temática agraria se acercan a las perspectivas descritas en el libro de texto, y esto, a su vez, se correlaciona con la planificación anual del docente, y así, postulan un Visión anclada en las expectativas de las políticas neoliberales sin cuestionar sus efectos en la región amazónica, exige un proceso formativo de naturaleza problematizadora.A finalidade deste trabalho consistiu em analisar a temática agrária no livro didático a partir das perspectivas estudantis detalhadas em questões relacionadas e comparadas com o livro didático adotado: Expedição Geográfica, 6º ano do ensino fundamental (2015). Os procedimentos metodológicos envolveram a aplicação de questionários para 64 estudantes da Escola Estadual de Ensino Fundamental e Médio Juscelino Kubitschek do município de Santa Luzia d’Oeste, com posterior análise documental do material didático. A lente teórica adotada foi a educação crítica (FREIRE, 1987; 2002), concepção que sustenta as relações indissociáveis entre sociedade e escola com vistas às transformações sociais. Neste sentido, reconhece a importância de os estudantes apreenderem os atuais problemas sociais e ambientais que vêm impactando as estruturas agrárias no Brasil. Conclui-se que as percepções de aprendizagem dos estudantes do 6º ano do Ensino Fundamental acerca das questões agrárias se aproximam das perspectivas descritas pelo livro didático, e este, por sua vez, está correlacionado ao planejamento anual do professor, e assim, postulam uma visão ancorada nas expectativas das políticas neoliberais sem questionar os seus efeitos na região amazônica, demandas para um processo formativo de cunho problematizador.Editora Unimontes2021-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigoapplication/pdfhttps://www.periodicos.unimontes.br/index.php/cerrados/article/view/387810.46551/rc24482692202118 Revista Cerrados; v. 19 n. 02 (2021): Revista Cerrados ; 20-512448-26921678-8346reponame:Revista Cerrados (Montes Claros. Online)instname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESporhttps://www.periodicos.unimontes.br/index.php/cerrados/article/view/3878/4327https://www.periodicos.unimontes.br/index.php/cerrados/article/view/3878/4846Copyright (c) 2021 Revista Cerradoshttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSilva, Ricardo Gilson da CostaSuave, Mirian PereiraNeves, Josélia Gomes2021-12-06T02:58:45Zoai:ojs2.periodicos.unimontes.br:article/3878Revistahttps://www.periodicos.unimontes.br/index.php/cerradosPUBhttps://www.periodicos.unimontes.br/index.php/cerrados/oairevista.cerrados@unimontes.br||portal.periodicos@unimontes.br.2448-26921678-8346opendoar:2021-12-06T02:58:45Revista Cerrados (Montes Claros. Online) - Universidade Estadual de Montes Claros (UNIMONTES)false
dc.title.none.fl_str_mv Geography, textbook and education: problematization of agrarian issues in elementary school
Geografía, libro de texto y educación: problematización de la temática agraria en la escuela primaria
Geografia, livro didático e educação: problematizações da temática agrária no Ensino Fundamental
title Geography, textbook and education: problematization of agrarian issues in elementary school
spellingShingle Geography, textbook and education: problematization of agrarian issues in elementary school
Silva, Ricardo Gilson da Costa
Agrarian geography
School content
Textbook
Critical education
Geografía agraria
Contenido escolar
Libro didáctico
Educación crítica
title_short Geography, textbook and education: problematization of agrarian issues in elementary school
title_full Geography, textbook and education: problematization of agrarian issues in elementary school
title_fullStr Geography, textbook and education: problematization of agrarian issues in elementary school
title_full_unstemmed Geography, textbook and education: problematization of agrarian issues in elementary school
title_sort Geography, textbook and education: problematization of agrarian issues in elementary school
author Silva, Ricardo Gilson da Costa
author_facet Silva, Ricardo Gilson da Costa
Suave, Mirian Pereira
Neves, Josélia Gomes
author_role author
author2 Suave, Mirian Pereira
Neves, Josélia Gomes
author2_role author
author
dc.contributor.author.fl_str_mv Silva, Ricardo Gilson da Costa
Suave, Mirian Pereira
Neves, Josélia Gomes
dc.subject.por.fl_str_mv Agrarian geography
School content
Textbook
Critical education
Geografía agraria
Contenido escolar
Libro didáctico
Educación crítica
topic Agrarian geography
School content
Textbook
Critical education
Geografía agraria
Contenido escolar
Libro didáctico
Educación crítica
description This paper intends to analyze the agrarian theme in the textbook from the student perspectives, detailed in questions related and compared with the textbook adopted (Expedição Geográfica, 6th grade of elementary school, 2015). The methodological procedures involved the application of questionnaires to 64 students of the Escola Estadual de Ensino Fundamental e Médio Juscelino Kubitschek in the municipality of Santa Luzia d'Oeste, in a subsequent documentary analysis of the didactic material. The theoretical lens adopted was the critical education of Paulo Freire, a conception that sustains the inseparable relations between society and school with a view to social transformations. This recognizes the importance of students apprehending the current social and environmental problems that have been impacting agrarian structures in Brazil. It is concluded that the learning perceptions of 6th grade students about agrarian issues are close to the perspectives described by the textbook, and this is correlated with the annual planning of the teacher and postulate a vision anchored in the expectations of neoliberal policies without questioning their effects in the Amazon region, demanded for a formative process of problematizing nature.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.unimontes.br/index.php/cerrados/article/view/3878
10.46551/rc24482692202118
url https://www.periodicos.unimontes.br/index.php/cerrados/article/view/3878
identifier_str_mv 10.46551/rc24482692202118
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.unimontes.br/index.php/cerrados/article/view/3878/4327
https://www.periodicos.unimontes.br/index.php/cerrados/article/view/3878/4846
dc.rights.driver.fl_str_mv Copyright (c) 2021 Revista Cerrados
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Revista Cerrados
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Unimontes
publisher.none.fl_str_mv Editora Unimontes
dc.source.none.fl_str_mv Revista Cerrados; v. 19 n. 02 (2021): Revista Cerrados ; 20-51
2448-2692
1678-8346
reponame:Revista Cerrados (Montes Claros. Online)
instname:Universidade Estadual de Montes Claros (UNIMONTES)
instacron:UNIMONTES
instname_str Universidade Estadual de Montes Claros (UNIMONTES)
instacron_str UNIMONTES
institution UNIMONTES
reponame_str Revista Cerrados (Montes Claros. Online)
collection Revista Cerrados (Montes Claros. Online)
repository.name.fl_str_mv Revista Cerrados (Montes Claros. Online) - Universidade Estadual de Montes Claros (UNIMONTES)
repository.mail.fl_str_mv revista.cerrados@unimontes.br||portal.periodicos@unimontes.br.
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