Contribuições da cidade para o ensino de geografia: algumas propostas didático-metodológicas.

Abstract

This research is on the theme: the study of the city in School Geography. The objective is to analyze the didactic contributions of the city, as a living space, to a significant geography teaching-learning process. In that sense, we build a theoretical framework on the role of School Geography for the formation of citizens; we investigate theories about the importance of the city for the geographical education and, we develop proposals for didactic sequences for the approach of the city in the teaching of geography of the final years of elementary school. Regarding methodology, this is a qualitative study, of descriptive-explanatory approach, was carried out over four months, developed through research bibliographic, based on authors who discuss School Geography and the city as content of geographical education, including: Cavalcanti (2012, 2015); Castellar e Vilhena (2010); Castrogiovanni (2011); Callai (2001); Pereira (2010); Bado (2009) e Gallo (2008), among others. As a result of the studies carried out, we obtained the knowledge that the city is a geographical laboratory. The experiences and social relations that it promotes, the spatial and temporal dynamics, the spatial organization and landscape that the city presents, constitute as elements that facilitate and enrich the teaching-learning process of Geography and citizen formation of students. In that way, based on the theoretical foundation, four didactic sequences are proposed as suggestions for working with the city in the Geography classes: Cartographic representation, location and orientation in the city; The city: a space in transformation; Inequality and socio-spatial segregation in the city; and Urban planning: the city we want!