A construção de um caderno pedagógico para o ensino de geografia no 5º ano do ensino fundamental: paisagem e identidade na cidade de Pilar no Estado de Alagoas

Abstract

The study addresses the teaching of Geography in interface with the concept of education in the city. The objective was to investigate the contributions of the Dilma Canuto Cultural and Religious Complex to the teaching of Geography in the 5th grade of Elementary School, in the city of Pilar, Alagoas. Based on a qualitative approach, the investigation takes as a reference the category of landscape, which allows for the analysis of social, urban, and cultural transformations and the understanding of their potential in the educational process. Such analyses stem from the premise that the spaces and times of the city synthesize elements of a grand urban narrative, revealing the pedagogical potential to address history, conflicts, values, memories, as well as artistic and religious manifestations, among other aspects of human life. In this process, the gap between the way landscape is addressed in textbooks and pedagogical practices in everyday school life becomes evident, also considering the limited emphasis given to regional and local dimensions. In order to explore these possibilities, an activity workbook was developed to foster the contextualization of content and bring students closer to the space in which they live. Theoretical and methodological support was drawn from the contributions of Milton Santos (2001, 2014), Helena Callai (2005), and Lana Cavalcanti (2013) to underpin our analyses, which highlight the importance of educational practices that connect students and schools with urban spaces from a critical and emancipatory perspective of knowledge. The proposed activities were discussed collaboratively with basic education teachers, who contributed to their validation and improvement, thus strengthening pedagogical practice and promoting critical reflection on spatial interactions, historical transformations, and social practices.