Juventudes, escola e ensino de Geografia: sujeitos, espaços e sentidos

Abstract

Contemporary young people have different characteristics that, when experiencing, seek an identification. And it is these young people who are present in the day-to-day life of schools and who, for the most part, go unnoticed. The research deals with the youth category and its relation with the teaching of Geography, because it is understood that this can contribute significantly, when the teacher seeks to know his student and from there seeks to make an interaction between the students' previous knowledge and knowledge the teacher. The objective was to analyze the meanings that the young students of Integrated Professional Education at High School attribute to the teaching of Geography. The theoretical reference used sought to dialogue with the three axes of the research: geographic science, the youth category and the teaching of Geography. In order to reach the proposed objectives, a large questionnaire (with structured and semi structured questions) was constructed, which was divided into three parts: a) characterization of the young people participating in the research; b) young people and their relationship with teaching of Geography and; c) young people and their relations with the school and the city. The research was conducted in 2017 at the Porto Nacional Campus of the Federal Institute of Tocantins and the questionnaire (with the structured questions) was applied in the three groups of the third year of secondary vocational education, and the semi-structured questions were carried out through the focus group, in those classes. The results were analyzed later and originated the final text of the dissertation. They reveal an indication that Geography has over the years sought to overcome the traditional model by addressing physical themes without detaching them from the human aspects of science. In relation to contemporary youth, they present themselves in their multiple identities and their diverse belongings and schools need to adapt their curricula to the students' reality so that learning has meaning. As for the teaching of Geography, it was evident that young people like discipline and recognize it as important for understanding everyday problems. In relation to their school, young people have a good relationship, although they point out some factors that make them dissatisfied, they recognize the quality of teaching. As for their city, they feel dissatisfied with insecurity and lack of leisure. It is noticed that the daily life of young people offers a variety of themes that can be worked on in Geography classes and that it is necessary to move forward in this type of research, because with the changes that have occurred since high school reform, new paths must be unveiled.