A questão agrária no Município de Sumé – PB: o “Quebra Cabeça do Território” como possibilidade de recurso didático para a prática docente na EJA do ensino fundamental.

Abstract

The general objective of this research was to understand the potential of using Sumé's “territorial puzzle” as a teaching resource in the teaching practice of EJA in Elementary School (8th and 9th grades) for the debate on the agrarian issue in the aforementioned municipality, a topic related to the reality of students. Specifically, this study sought to: study the agrarian issue in the municipality of Sumé; develop and experiment with the “territorial puzzle” as a teaching resource in the teaching practice of EJA in Elementary School; and understand what were the political and pedagogical meanings of using this “territorial puzzle” in the aforementioned EJA class in Elementary School. As a theoretical-methodological framework, we used Marx and Engels' historical-dialectical materialism, which explains the history of human societies through historical facts, essentially economic facts, since "the economic structure of society is the concrete basis on which a legal and political superstructure is built and to which certain forms of social consciousness correspond" (MARX, 1983, p. 24). To investigate our object, we used bibliographic research in the historiographical production, from official sources available in the archives of the public power (sesmarias, inventories, Agricultural Censuses, maps and data on the distribution of land in the municipalities of Sumé-PB available in the National Rural Registry System). The studies carried out allowed us to understand the importance of didactic resources in the context of teaching and learning of students, since they bring students closer to the theme, awakening their interest in the subject and in learning, through the mediation of these resources.