Identificar, perceber, educar e mapear para reduzir e resistir: mapeamento colaborativo de áreas de risco socioambiental enquanto prática pedagógica no município de Maricá, RJ

Abstract

The research theme consists of the construction of geographical reasoning by 7th grade elementary school students in the face of socio-environmental disasters that occurred in the city of Maricá, such as floods and landslides resulting from summer rains. In terms of spatial context, Maricá is a city located in the Metropolitan Region of Rio de Janeiro, 60 km from the state capital, and currently has an absolute population of 161,000 inhabitants. Maricá has experienced considerable population growth in recent decades. The school where I work is located is located in the center of Maricá, receiving students from various neighborhoods in the city. For two years in a row, the school where the research is centered had classes suspended because the school space was used as a support point for families displaced as a result of socio-environmental disasters, in which some students were affected. In order for students to develop geographical reasoning, a teaching sequence is necessary, including collaborative mapping of areas of hydrological and geological risk in the Ubatiba River basin, conceptualization of disasters and risks, and identification of risk areas in the school's surroundings. In the teaching sequence applied, students were able to identify socio-environmental disasters in the municipality of Maricá, mostly areas of hydrological risk where floods occur, but areas of geological risk were also identified by students, areas where landslides occur.