THE CONTRIBUTION OF THE "PEDAGOGY OF AUTONOMY" IN TEACHING AND LEARNING GEOGRAPHY FOR THE EDUCATION OF YOUNG AND ADULTS: A POSSIBILITY OF CITIZENSHIP EDUCATION

Authors

  • Paula Dagnone Malavski Universidade Federal do Vale do São Francisco

DOI:

https://doi.org/10.17058/rea.v26i1.8927

Keywords:

School Geography, Critical Geography, Dialogical pedagogy, Citizenship education.

Abstract

The objective of this article is to present the contribution of the piece of work "Pedagogy of Autonomy" of the educator Paulo Freire for a praxis in School Geography, under his critical perspective. Based on a case study carried out with educators from the Youth and Adult Education Program, of a public school, located in a popular neighborhood in the city of Salvador (BA), a city that undergoes a broad process of restructuring urban policies, the Freire’s dialogic pedagogy founded a teaching-learning practice in Geography for this audience. The results of the research revealed that the collective construction of educators and students of School Geography important concepts, such as landscape, space, territory and place, from the experience of daily life, are presented as possibilities for contextual and critical education, as well as a citizenship education.

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Author Biography

Paula Dagnone Malavski, Universidade Federal do Vale do São Francisco

outora em Geografia Humana na Universidade de São Paulo (USP), com pesquisa na área de Ensino de Geografia articulada com Geografia Urbana. É Mestre em Geografia Humana pela Universidade de São Paulo (USP). Bacharel e Licenciada em Geografia pela Universidade de São Paulo (USP). Atualmente é Professora Adjunta na Universidade Federal do Vale do São Francisco (UNIVASF) no curso de Licenciatura em Geografia. Atua na área de Ensino de Geografia e Geografia Urbana.

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Published

2018-04-27

How to Cite

Malavski, P. D. (2018). THE CONTRIBUTION OF THE "PEDAGOGY OF AUTONOMY" IN TEACHING AND LEARNING GEOGRAPHY FOR THE EDUCATION OF YOUNG AND ADULTS: A POSSIBILITY OF CITIZENSHIP EDUCATION. Reflexão E Ação, 26(1), 118-131. https://doi.org/10.17058/rea.v26i1.8927

Issue

Vol. 26 No. 1 (2018): Dossiê II: Paulo Freire, 20 anos de presença/ausência: contribuições para desafios atuais da educação

Section

PAULO FREIRE, 20 ANOS DE PRESENÇA/AUSÊNCIA

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