A relação dialética e dialógica local /global no ensino crítico de geografia: Uma proposta de intervenção pedagógica na perspectiva freiriana

Abstract

Based on the understanding that geographic knowledge has worked as a strategic knowledge for the dominant classes in the exercise of power and social control over the territory, while it has functioned in a decontextualized and unstructured way in formal education of the subordinate classes, we sought to investigate how school geography could make this same knowledge strategic also for public school students, children of the working class, in order to help them become agents of transformation in society. That said, the general objective of our research is to present and analyze the development of a methodological resource for the critical teaching of geography, based on Freirean devices, developed together with students in an eighth-grade class. As a theoretical foundation, firstly, we started from the reflections inaugurated and developed by Critical Geography as a current of geographic knowledge that questions the alleged neutrality of this knowledge and, consequently, the ideological function that it has exercised within public basic education for maintenance of the dominant order. Secondly, we sought to establish a dialogue between the considerations of Critical Geography for the teaching of geography as a school subject with the thoughts of Paulo Freire, especially with regard to his pedagogical reflections on teaching and learning methodology. This dialogue between, on one hand, the categories and concepts necessary to make geographic knowledge critical and strategic, and, on the other hand, the categories and concepts necessary to make the teaching and learning process of the oppressed and exploited a process of awareness problematizing reality with a view to collective social emancipation, this work provided a basis for the elaboration of a pedagogical intervention that had as its guiding thread the dialectical relations between (i) the local and the global in the critical and contextualized teaching of geography; (ii) the educator and the student, in a dialogical and interactive relationship of investigation of concrete social problems based on the local reality experienced by both parties. As a resource derived from this research, we present, at the end, the record of a proposal of a pedagogical intervention carried out in an eighth-grade class at a public school in Miguel Pereira/RJ throughout the second academic semester of the year 2024, as a method capable of reproduction and adaptation for emancipatory practice of Geography teaching.