Territorialidades dos jovens estudantes do ensino médio do município de Palmas – TO

Abstract

Along of the teaching work, the perception and the relationship of the youth with the school environment have been always present as a concern among the students, as this relationship presupposes an identity that the youth imprint to the environment in which he is. Sometimes this relationship doesn’t go without a certain difficulty, as often is seen in the constant conflicts between the youth and the school. However, this identity constitutes itself inside and outside the school, because the student’s territoriality is also constituted in this interrelation between what comes from their outside surroundings, and what they experience in the school environment. In this sense, the present research aims to investigate the youth territorialities, precisely the ones from the public school CEM Santa Rita de Cássia, located in the city of Palmas, Tocantins. The study also aims to understand who these young students are and what are their points of view about the school and the Geography course. In this context, it also seeks to identify what are the spacial practices of the students. The target population is composed of young students from the 3rd year of the high school in the CEM Santa Rita de Cássia. The methodological instruments are bibliographic, documentary and field research. Data was collected from the observation and from photography records of different school spaces, the application of surveys, the use of structured and unstructured interviews within focus groups, as well as the production of mental maps by the students of the school. Bibliographic research aimed to comprehend the youth segment, the formation of territories, the spacial practices and the constitution of the territorialities. It also sought to understand the relationship between the students and the school, and how the students make sense of Geography teaching. Through the comprehension of the youth territorialities in the school space, the study elucidated that the subjects that intervene in its production, namely the young students, are active subjects in the teaching and learning process, as they bring their knowledge and culture to the constitution of the school space. In regards to these contributions, the study concluded that the realities that these young students experiment in the daily life, in the contexts of geographic categories that they learn, make them to develop a geographic interpretation of their realities and make them able to put together the necessary instruments to understand the role of Geography.