O ensino-aprendizagem de Geografia a partir do lugar na EJA da Rede Pública Estadual de Campina Grande - PB.

Abstract

Geography has passed its last decades through a renovation that gave to it a social profile, and it brought new thoughts about the relation nature-society. The reflexions on this new profile this science got, are studied as well in the academics as in general society and in the schools. The studys about the concept of place on this discipline in education, shows the matter for performing an approach between what is been teached and the reality of the students, in order to contribute more specific to the citizen making of the subject, making available to this one, a more complex and critic comprehention of his reality. From these premises, this paper has for object verifying how the teachinglearning of Geography in Public Schools of Campina Grande has its place in EJA. This genre of teaching is intended for people that didn’t have access to elementary school and high school in proper age or coudn’t continue their studies. To make the search there was made the following methodology steps: survey of references about the matter; interwiew performance with a Geography teacher from EJA in Elementary School II and application of quiestionnaires for students from EJA in the same school. Among the places approaches used by Geography, some are featured in scholar space, one of them, the phenomenological one. This one doesn’t allow the total comprehension of the place in all its complexity, being necessary, therefore, the utilization of the approach applied by Critic Geography. Many difficulties are evidenced for working with place concept on the teaching in EJA. This is related to the plastering of the curriculum. Therefore, we highlight the importance for making a flexible curriculum that allows the teacher to use more critical approaches and that doesn’t narrow the study of the place, just the first stage of Elementary School.