O lugar geográfico e a pesquisa escolar: caminhos para a cidadania territorial em diálogo com o nós propomos!

Abstract

In this dissertation, we dedicate ourselves to the investigation involving a fundamental issue to school life: school research based on the geographical place and the citizen emancipation. We seek to answer the question: How can school research articulated to the geographical place contribute to the construction of territorial citizenship? The general objective involves discussing school research articulated to the geographical place, as a way to build territorial citizenship, in dialogue with the international project Nós Propomos! Methodologically, we used paths of multilateral points of a network that advances and complexifies itself, as if we were walking using some already tested tracks, in a "dialogical hermeneutic" movement, articulating the bibliographical research, based on authors of Geography, Geography Teaching and Education, with the empirical research, carried out through questionnaires answered by university and school teachers, and by school students, participants of the project. To analyze the data collected, we will rely on Textual Discourse Analysis. We organized this dissertation in three parts: the research with the school and Nós Propomos!, the Geographic Place and the relation between the subjects' statements and the citizen emancipation. The dissertation allows pointing out that the research needs to be provoked arbitrarily and in relations with the place of life of the subjects, and that this should be guided by rigorous criteria, because when students are not provoked and encouraged, they are restricted to reiterate practices of information repetition. The proposal to investigate the place, seeking answers to its problems and proposing intervention strategies, is a powerful way to build territorial citizenship.