O PNLD literário e os paradidáticos as contribuições das políticas nacionais de incentivo à leitura para o ensino da geografia

Abstract

Geographic science plays a fundamental role in the formation of the critical subject, as it makes it possible to expand its conception around the reality in which we live, helping to understand the dynamics in the relationships of societies that are responsible for the constant formation and transformation of the geographic space. In this contemporary scenario, the school, together with geographic science, needs to deal with a complex succession of knowledge, in addition to contemporary changes in man-space relations, which demand trained professionals engaged in the effective teaching and learning process. For this to happen, school Geography must transcend the traditional teaching model, in which the fragmentation of knowledge, distancing from students' everyday reality and mechanical learning provide the still present understanding that Geography is a mnemonic discipline, fitting just describe the phenomena present on the earth's surface, and the student, the ability to memorize to later reproduce the stored information. In this sense, the use of literature can help in the process of stimulating students' interest in geographic content. In addition, the interaction between literature and geography is based on the capacity that literature has to show the reality experienced by society through literary works, this situation being a facilitator for the understanding of geography and its main categories of analysis. Given the above, the present study aims to analyze the use of literature in the teaching of Geography, highlighting the importance and contribution of literary works to the teaching of a significant Geography, which provides the problematization of reality and which enables the construction of a liberating knowledge, capable of transforming the reality in which the students live, as well as presenting the data of the research entitled: “Teaching of geography and literature: the PNLD Literary in the state public schools of Maceió”, linked to the Institutional Program of Initiation Scholarship (PIBIC), associated with the Geography Teaching Laboratory (LEG) of the Federal University of Alagoas (UFAL). With regard to the research methodology, a survey and reading of bibliographic material regarding the theme were carried out. It should be noted that the instrument for data collection was the questionnaire, targeting Geography teachers from the public state network. The survey results showed that the reality of teaching Geography in the schools surveyed still follows a traditional model and that most teachers do not use literature in their classes or have difficulties using it effectively.