A Educação do/no Campo no ensino de Geografia: a experiência das escolas de nível fundamental, anos finais, no Município de Lagoa Seca - PB.

Abstract

The geographic education of the field still needs to be much more discussed, keeping in mind that the contents brought in the standard curriculum remain far from the daily life of these populations. Therefore, it is necessary for the teacher to think and effect spatial concepts and practices that do not submit only to the socalled "banking education", but that develops a praxis that is truly committed to citizenship. The municipality of Lagoa SecaPB, according to data from the IBGE demographic census of (2010), has an estimated population of 25,900, of which approximately 60% reside in the field, due to a conciliation of several factors such as location and geographical characteristics, settlement history, cultural construction and land division. However, the municipality has a small number of elementary schools (final years) located in the countryside. In this context, we begin to question whether such schools work in geographic knowledge, valuing the education of the field. Therefore, we have as general objective of this work to analyze how the teaching of geography has been sent in public elementary schools (final years) of the rural area of the municipality of Lagoa SecaPB. This research had as a methodological approach a bibliographic survey about the subject, analysis of textbooks and official documents, and interviews with teachers. In this context, it was verified that the education of the field is still an incipient issue in the official documents, but that they introduce some important guidelines. The teaching of geography developed in the schools investigated almost does not prioritize the local aspects and potentialities, the knowledge and the diversity existing in these spaces. As well, the main resource used by teachers, presents a distancing from the students' daily life, which is focused on an urbanindustrial reality. In addition, we identify needs in the formation and change in the practice of teachers, who still develop decontextualized activities.