Ensinar Fortaleza: possibilidades de práticas pedagógicas ambientais na abordagem de conteúdos do ensino fundamental II

Abstract

There are several possibilities to approach classroom educational content for Geography-based reality in which certain socio-school community operates. This article is an account of the results of the application of pedagogical education unit in a municipal public schools in Fortaleza-CE. Such experiences have emerged between the recurrent need of Geography teachers to "adapt" to the daily school texts, images and exemplifications brought by textbooks which often little or no concern sociospatial context in which their students are part. The aim was to promote meaningful learning and emancipatory, in which the contents to be lected were connected with the lived space, enabling the emergence of critical and authors of the destinations of a society. As a result, woke up the motivation among students with regard to content, since approached became the everyday space; promoted to interdisciplinary content; withdrew from the textbook reference condition of the main process teaching and learning discarding, thus, memorization, a fact that is still one of the most striking features of the geography lessons today