O ESPAÇO PÚBLICO COMO AMBIENTE DO ENSINO DE GEOGRAFIA

Public space as an environment for teacing geography

Abstract

This paper presents an experiential report about a didactic path in Geography, conducted with high school students, and a field trip exploring inequality in access to and use of public space in the school neighborhood. It represents a qualitative research, a collaborative effort between researcher and teacher, carried out in a public state school, initially for a master’s dissertation. The report is grounded in the relationship between democracy, citizenship and education. The school is committed to educating the city, emphasizing the construction of critical and proactive thinking about reality, based on geographic thinking and socio-constructivist approaches that emphasize mastery of the concepts inherent to school disciplines. The public space serves as a dimension for teaching the city, accessed and analyzed in the teaching-learning process. In conclusion, this didactic approach enables students to apply their acquired knowledge to produce critical and constructive syntheses about the city.