As práticas socioespaciais de alunos do ensino médio do bairro Taquara – Duque de Caxias – RJ

Abstract

Students daily travel around the city observing the socio-spatial transformations in the neighborhoods, producing and consuming identities, creating stories. Geographic education aims to stimulate their analytical, reflexive and critical capacities, considering them as active subjects and the center of the teaching and learning process, awakening the geographical reasoning. Thus, the research aims to analyze, from the students' socio-spatial practices, readings of the urban space of Duque de Caxias and the Taquara neighborhood, aiming at the most effective participation in the construction of geographic knowledge. The specific objectives are: a) to understand the social production of the urban space of Duque de Caxias and the Taquara neighborhood; b) analyze the importance of socio-spatial practices for the construction of geographic knowledge about the city; c) recognize the historical-critical didactics for the teaching and learning process; d) argue how the study of the city and the urban contributes to citizen formation and the right to the city. As a way to mediate between knowledge and to think about the urban and socio-spatial processes in the city and neighborhood surveyed, we sought a dialogue between geographical education and historical-critical social didactics from five steps: initial social practice; problematization; instrumentalization; catharsis and final social practice. The methodological framework chosen was the qualitative approach Case Study, a particular form of study allowing the choice of the object and subject to be studied. The knowledge generated is more concrete, more contextualized and focused on the reader's interpretation. Approaching the students' socio-spatial practices in this methodology allows us to analyze the geographical construction of society and to interpret its organization by understanding the action of its different subjects, their spatial practices-knowledge. For such, the research instruments are the application of the questionnaires to the students, the accomplishment of the field work by the locality, the use of images, the construction of a booklet and the interview. Initially, the students faced difficulties in terms of content and geographical concepts and their articulation with the city's phenomena. The development of the workshop, the fieldwork, the construction of the booklet and the interview were relevant to the teaching-learning process, enabling the construction of knowledge by the students, mobilizing the critical citizen formation and the interest to know about the city they live in.