Sequência didática: um guia para trabalhar a mobilidade urbana e o acesso à escola

Abstract

Geographic education plays an essential role in the formation of students, enabling them to understand and analyze contemporary environmental and social issues.This study investigates the relationship between urban mobility and access to school, using the teaching of Geography as a tool to develop a critical understanding of socio-spatial dynamics. The research will be carried out at the Prefeito AntÙnio Conserva Feitosa High School, in Juazeiro do Norte/CE, and is based on the verification of the daily challenges faced by students in terms of urban mobility. The main objective is to develop and implement a didactic sequence for Geography classes, focused on exploring the relationship between urban mobility and access to school. This proposal aims to promote the critical and analytical development of students' geographical reasoning, integrating theory and practice to enrich the understanding of spatial and social concepts in their daily lives. It is hoped that this didactic sequence will offer the Geography teacher an pedagogical tool, going beyond the simple content transmission, encouraging the debate on inequalities in access to the city and education. In addition, it seeks to promote the exercise of citizenship in a conscious and transformative way, discussing public policies that meet the mobility needs of young people, strengthening the right to the city and education.