A paisagem no ensino de geografia: práticas pedagógicas no 6º ano do ensino fundamental II, município de São Paulo do Potengi/RN

Abstract

The present research aims to investigate landscaping in the teaching of Geography, considering the pedagogical practices in the 6th year of Ensino Fundamental in the city of São Paulo do Potengi/RN. The choice for the concept of landscaping is justified by believing that the use of landscape reading, in the teaching of Geography, can be a way to lead the student to uncover the space in the plot of history and in social and physical transformations. Because it is a work focused on teaching, we seek in authors such as Cavalcanti (2013), Kaercher (2003), Callai (2005) and in the Curriculum Parameters (1998) the discussions, reflections and challenges that would expose the main contexts referring to the concept of landscaping and to the teaching of Geography in Basic Education of the present time. As we start to work the landscape in a more humanistic perspective, we seek in other authors to broaden our theoretical conceptions of this notion, bringing authors such as Sauer (1998), Cosgrove (1998), Claval (2014), Berque ([1984] 2012) and Corrêa (2012). Regarding the empirical work, it was carried out in two public schools of the City. Visits to the establishments, interviews with teachers and observations in their classes were carried out, as well as the analysis of the textbooks and their planning in relation to the teaching of Geography in the 6th year. Finally, we elaborated a methodological proposal aimed at exploring the local landscapes, in the case of the city of Potengi, as a strategy that favors the conceptual and practical extension in the teaching of landscaping exposed in the textbook.