Formação Cidadã e os estudos do Território como potencial pedagógico no ensino de geografia

Abstract

This work tries to discuss, in the geography teaching, the citizen formation from the pedagogical potential of the studies of the territory, in perspective of a territorialized citizenship. More specifically, how territorial studies in elementary education can contribute to forming a notion of citizenship of belonging to the territory, being considered in its multiple dimensions. This research is born from my daily practice in geography teaching within a municipal school, in the suburb of Jardim Palmares, located in Paciência, west zone of the city of Rio de Janeiro, and from my perception and doubt about whether the school, from Geography teaching, in particular, has contributed to the formation of critical, conscious and appropriate citizens of the territory to which they are embedded. In this sense, in order to support the thinking about the practice of this citizenship with a conscience in the territory, the construction of the capacities of intervention on the events and phenomena that unfold in the territory stand out, for that we gutierrez in Gutiérrez and Santos to support the theoretical discussion in the categories of citizenship to be discussed in this study; and Haesbaert and Santos to base the category of territory. This research was developed in three stages: bibliographical survey, field work of the research and, finally, analysis of the results. From the data analyzed, it was possible to verify that it is possible to carry out a praxis that takes into account the knowledge built from the exchanges of knowledge and on the formation for citizenship, with contribution in the studies on the territory and territorial practices of the students . We have emphasized the studies on the territory, given its relevance and its potentially pedagogical character in the work of building citizenship in the teaching of geography, trying to think the practice of this citizenship with conscience in the territory.