Ensino de Geografia e organização de conteúdos: abordagem dos aspectos físicos e humanos da região semiárida no ensino médio

Abstract

The image of the Brazilian semi-arid was built along with the history of the country, always being a negative image of a region stigmatized by poverty, misery, sick and needy people, and lack of water. Today, with the advancement of technology and the diversity of social media, it is possible to have a broader understanding of the true reality of the semi-arid region and the people who live in it; we understand the existence of problems, but it is not limited to that, there are natural and cultural riches and it is necessary to disseminate this reality. The school, being a space for building knowledge through reflections on reality, ends up playing an important role in this process of deconstruction of the negative image of the semiarid, allowing a more critical and political approach to its aspects. This research was carried out together with the activities of Stage IV developed in a high school in the city of Fortaleza-CE and part of the following objectives: to understand how the physical and human aspects of the semi-arid region are worked in the teaching of Geography in High School; understand how the semi-arid region is approached in the textbook and by the Geography teacher; to identify the understanding that High School students have about the semi-arid region; develop pedagogical practices that allow an approximation with the study of the semi-arid region and its importance. For this, I use in this work a participative methodology with intervention, with a methodological approach of qualitative character, having descriptive and explanatory purposes. The results show that the reality experienced in High School is a continuation of the negative image of the Brazilian Semiarid, reinforced by the lack of space for discussion of this region in the Didactic Book in front of the contents proposed by the curriculum and the lack of time for the teacher to develop activities that make possible a more critical discussion of the Semi-Arid. Then it is necessary to reorganize the relation of time with the contents proposed for High School in an attempt to give subsidies to the Geography teacher to work the contents of the Semiarid in a broad and critical way for the better formation of the students.