O ensino de Geografia na Educação do Campo: possibilidades do estudo do meio para uma prática emancipadora.

Abstract

The research here raises the proposal to understand the teaching of geography with students from the countryside in an educational unit in the District of Galante, belonging to the city of Campina Grande / PB. For this we remember that the education in the countryside is a great challenge in the Brazilian educational context, which is always concerned with an education aimed at meeting the needs of the hegemonic power, preparing students for the job market, thus ignoring experiences and singularities of the agrarian way of life. In this sense, the teaching of geography has a great contribution to go against this educational model that remove the protagonism of students, because spatial concepts can favor an understanding of the world from a critical perspective that values the place and respects the knowledge of the countryside. In view of this, we have the objective of this work to analyze if the teaching of Geography favored the education of the countryside in the District of Galante, through the study of the environment. For this purpose, we carried out participant research within the scope of the Pedagogical Residency program and applied questionnaires to teachers from the partner school of the program. We verified that the study of the environment can be a pedagogical instrument capable of enabling broader relationships between students and the object of geographic study, including those from the countryside. Besides, we identified the need for training for teachers at the school we investigated, since even though it is a countryside school, it has not been experiencing pedagogical practices that respect the rural origins of most of the school's students.