Acessibilidade urbana no ensino de Geografia: formação de conceitos de alunos do Ensino Médio em Iporá Goiás

Abstract

The teaching of Geography contributes to the formation of the citizen, leading the student to reflect on his rights and duties in the society of which he is a part, instigating the same to think about his role for the exercise of citizenship. All citizens have equal rights to the constitution that need to be guaranteed. Given this, accessibility as one of the rights conquered by law and having relation with space becomes an essential theme on which to reflect and discuss Accessibility is the set of adaptations of the physical environment that results in the possibility of safe and autonomous use of buildings, furniture and urban equipment, as stated in Law 10.098 / 2000, allowing the city to live with dignity in the city. This research highlights the importance of discussing the issue of citizenship in classrooms based on urban accessibility, pointing out that accessibility is directly related to space So, why not work the same in Geography classes? The objective of this research was to develop teaching work for the formation of high school students' concepts about urban accessibility in the city of Iporá-Goiás, taking into account their everyday citizen practices. The specific objectives were: to identify the main theoretical and normative contributions on urban accessibility; To evaluate the current situation of urban accessibility in the city of Iporá Goiás, based on legislation and planning guidance; To investigate, together with the students, the accessibility conditions in the urban center of the Town of Iporá-GO, according to the delimitation of the research; To experiment teaching-learning activities with the students on the theme of urban accessibility, using the project of pedagogical intervention with the theme in question; Analyze students' conceptions after work; Present results of the work that contributed to the approach of accessibility in Geography teaching, together With the students. For the development of the work, action research was adopted, which is a methodological tool with potential for use in qualitative research, and which enables the identification, interpretation and analysis of the problem within a social context. In order to reach the proposed objective, the methodological path was established, being the following steps: theoretical research, documentary, field research (carried out by the students involved in the project) and the Pedagogical Intervention Project developed in the field school. The results obtained with the development of the work allowed the students to reflect on their citizen practice and consequently the teacher to rethink their teaching practice, always focusing on the perspective of forming a student for life.