Por uma geografia emocional escolar na construção simbólica das habilidades socioemocionais

Abstract

The present research has as object of study the School Emotional Geography, anchoring itself in discussions present in Cultural Geography, as well as in the observations of the students of the last year of the high school of the Doctor César Cals school in Fortaleza - CE. The school audience based on this study, was based on their inquiries on the socio-emotional skills provided by the BNCC (2017), but above all, it had its effects guided by Emergency Remote Education (ERE) in 2020, due to the context of the COVID pandemic. -19. Silva (2016, 2018, 2019), Oliveira (2014 and 2019), Saltini (1997) and Freire (1981 and 1983) were essential authors to the theoretical methodological path, leading to consider an emotional and relational self-awareness with geoeducation. The focus of this research continues to be to explore the structural possibilities of a School Emotional Geography (SEG) based on socioemotional skills. As well as, take advantage of integrated geo-educational practices as materialization of this liberating Geography. In turn, Geography must act as the driving force that underlies and understands dialectical experiences, but that can neglect its liberating character when it yields to methodological unilateralism. The micro-situations of everyday life, affections and new teaching technologies can be strong partners in the geo-educational routine. Research shows that these allies, when applied to Emotional Geographies, with a humanistic approach, resignify the role of the school and are capable of inspiring students and recovering their motivation.