Educação geográfica, protagonismo juvenil e formação cidadã a partir da obra "Geografia, educação e cidadania" do projeto Nós Propomos!

Abstract

The present work addressed the issue of Geographic Education, Youth Protagonism and Citizenship Education and their school interrelationships. Its general objective was: to identify the presence of Geographic Education, Youth Protagonism and Citizenship Education in the school experiences developed by the Nós Propomos! Citizenship and Innovation in Geographic Education. Specifically, we sought to: a) outline the theoretical bases and methodologies of research on Geographic Education, Youth Protagonism and Human Formation, carried out in Brazilian postgraduate courses, in order to understand the reality that permeates the academic environment; b) contextualize the We Propose Project, describing its trajectory in the Ibero-American context; and, through the articles present in the ―Geography, Education and Citizenship Book‖, c) indicate whether Geographic Education appears in the Project, know the existence of youth protagonism in the actions carried out and point out if citizen formation is present in Nós Propomos!. The methodological approach is qualitative and to analyze the data, Content Analysis was adopted by reading the articles published in Axis 1 of Domain A, part of the work ―Geografia, Educação e Cidadania‖, referring to the 1 st Congress We propose. The materials used focused on printed and digital publications, considering authors who are exponents of Geographic Education (CALLAI, CAVALCANTI, CASTELLAR), who are well acquainted with the Nós Propomos! (BAZZOLI, CLAUDINO), who investigated the concepts of Youth Protagonism (SOUZA and STAMATO) and reference authors for Citizenship Education (FREIRE, SANTOS). From the theoretical frameworl listed and the results produced from the Content Analysis (BARDIN, 1977), it was noticed that the concepts evidenced materialized in the articles, albeit in a not very expressive way, as in the case of Youth Protagonism. The school experiences that developed from geographic education allowed the student to have a leading role and autonomy that, if frequently encouraged, can become a practice of participation and citizenship. As a contribution, especially in the conception of youth protagonism, it is suggested the construction of a concept of the Project, so that its praxis is consolidated.