O ensino de geografia, a partir do conceito de paisagens de risco, na cidade de Juarez Távora - PB

Abstract

Geography considers the space in which an individual is inserted, leading them to understand social practices. In this work, we highlight the category of landscape for contemplating aspects that support the teaching of Health Geography. The justification for conducting the research is based on the idea that educational practices in Geography, focused on individual and collective health, contribute to the quality of life of students, offering them conditions to have a voice, exercise their citizenship and understand that knowledge contributes to disease prevention and promotes health, in a biopolitical perspective. Our general objective was to promote the teaching of Health Geography based on the concept of risky landscapes, in Juarez Távora, Paraíba. Specifically, we aimed to: a) discuss the concept of risky landscapes subsidized by Health Geography; b) problematize issues related to the discourse of health policies related to school education; c) plan and apply a didactic prototype consistent with the school demand; d) describe the stages of the didactic prototype applied to a class of sixth grade of elementary school. Those objectives are in line with the problem that instigated us to carry out this research: how can the teaching of Health Geography contribute to the students’ quality of life? Methodologically, we conducted a qualitative, descriptive and interpretive research, with ethnographic nature, through bibliographic and documentary survey. The data were generated through the use of different procedures: participant observation, research journal, photographic records, text productions by the students and questionnaires. We developed and applied a didactic prototype, based on contributions from Health Geography, analyzed the results obtained and presented didactic-methodological possibilities to promote health prevention, through the teaching of geography. The class chosen was the one that best fit the proposal, considering that the concept of landscape is the main content of study for that class through the school year. As a result of our research, we found that the teaching of Geography will be more effective if the classes are planned considering the real needs of the students, based on a teaching plan that facilitates the understanding of the space, identifying health risks in the landscape. It is feasible to develop a project that takes Geography beyond the school, using field classes as a didactic and methodological strategy.