A geografia do ensino médio influencia a leitura crítica do mundo?

Abstract

This study was developed in order to understand the learning methodologies applied to Geography at the Sant'Ana State School, located in the municipality of Manaus. It sought to identify the deficiencies of the educational structure, as well as the demands and specificities of a truly valid geographical learning. We developed a discussion about the process of access to education in Brazil and its consequence in the contemporary social context. We seek to develop alternatives where geography, even inserted in a traditional and disciplinary system can be worked within a more democratic perspective, in a school designed with and for the students trying to answer if this school Geography allows the development of a greater fluidity in the reading of the world . To reach this understanding, we work in the perspective of the participant research, which implies intense conviviality with the school. Some 175 interviews were conducted with students, educators, secretaries and managers; conversation wheels in the classrooms and, later, workshops with interactive posters containing the main questions of the work plan. We also carried out a bibliographical survey about the problematic and about alternative experiences within the field of learning methodologies. One of the research results shows that the analyzed school community has democratic tendencies in development, with emphasis on the creation of the Political Pedagogical Project and the formation of the Student Group, and the expressive quantity and quality of the projects developed in the school. We emphasize that within the dull current system of education, to develop activities (including geographic), to prioritize autonomy and to delegate to students part of the responsibility for what they learn, to dribble the conventional system. And it is possible if we have a faculty open to new developments, a pedagogical management that encourages the intellectual and professional entrepreneurship of the whole school. To read the world is to have the ability to "talk" with various kinds of knowledge, to form opinions respecting others, and to be able to respond to the problems that afflict their place. Geography can provide a critical reading of the world, depending on the methodologies of learning used, the formation and commitment of teachers with education as an evolutionary mechanism, as well as the opening of schools to the plural innovations of a pedagogical, ideological or democratic nature