A contribuição da topofilia e terrafilia na perspectiva de uma educação para a cidadania
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2012
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A pesquisa realizada teve como finalidade analisar os pressupostos compreendidos nos conceitos de topofilia e de terrafilia, considerando como sujeitos os alunos e professores da Escola de Ensino Fundamental e Médio Ministro Jarbas Passarinho, no Município de Sobral, Estado do Ceará. Foi feita uma análise da identidade territorial, a vivida e a desejada, buscando avaliar o sentido de pertença à escola e aos bairros Terrenos Novos e Vila União, bem como a sua atratividade. Isto permitiu verificar as consequências que pode trazer tornar o sentimento de pertença em algo construtivo na resolução de problemas existentes na escola e nos bairros em questão, no sentido de contribuir para a formação da cidadania. A metodologia participativa adotada consistiu na realização de oficinas sobre os conhecimentos, atitudes e prática (CAP)/Terrafilia, aplicadas a alunos do 3º ano do ensino médio e a seus respectivos professores de Geografia. Os resultados permitiram a elaboração de um diagnóstico retrospectivo e prospectivo a respeito das diversas mudanças ocorridas na gênese da identidade territorial e proporcionou aos participantes uma abertura dialógica, onde puderam expressar suas opiniões e preocupações, permitindo assim, um ensaio das escolhas, deveres e responsabilidades, a partir de indicações e formulação de propostas para fortalecimento do sentimento de terrafilia.
The survey aimed at examining the assumptions included in the concepts of topophilia and terrafilia. The subjects of the research were the students and teachers of the elementary and high school, “Jarbas Passarinho”, located in the municipality of Sobral, State of Ceará. An analysis of the territorial identity was undertaken, that which is a fact and that which is idealized, with the aim of evaluating the sense of belonging to the school and to the neighborhoods Terrenos Novos and Vila União, as well as their attractiveness. This made it possible for us to verify the consequences that such sense can cause in something positively used for the resolution of problems existent in schools and the neighborhoods under study, and in contributing for the formation of citizenship. The adopted participatory methodology consisted of workshops on knowledge, attitudes and practices/Terrafilia, applied to 3rd year high school students and to their geography teachers. The results of our research allowed for the elaboration of a retrospective and prospective diagnosis relative to the various changes that have in the meantime occurred in the genesis of territorial identity and afforded participants an opening to dialogue, in which they were able to express their points of view and their worries thus making it possible to rehearse the test of choices, duties and responsibilities from information and formulation of proposals to strengthen the feeling of Terrafilia.
The survey aimed at examining the assumptions included in the concepts of topophilia and terrafilia. The subjects of the research were the students and teachers of the elementary and high school, “Jarbas Passarinho”, located in the municipality of Sobral, State of Ceará. An analysis of the territorial identity was undertaken, that which is a fact and that which is idealized, with the aim of evaluating the sense of belonging to the school and to the neighborhoods Terrenos Novos and Vila União, as well as their attractiveness. This made it possible for us to verify the consequences that such sense can cause in something positively used for the resolution of problems existent in schools and the neighborhoods under study, and in contributing for the formation of citizenship. The adopted participatory methodology consisted of workshops on knowledge, attitudes and practices/Terrafilia, applied to 3rd year high school students and to their geography teachers. The results of our research allowed for the elaboration of a retrospective and prospective diagnosis relative to the various changes that have in the meantime occurred in the genesis of territorial identity and afforded participants an opening to dialogue, in which they were able to express their points of view and their worries thus making it possible to rehearse the test of choices, duties and responsibilities from information and formulation of proposals to strengthen the feeling of Terrafilia.
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Orientação: Zoran Roca ; co-orientação: Emmanuel Sabino
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EDUCAÇÃO, TERRITORIAL IDENTITY, IDENTIDADE TERRITORIAL, EDUCATION, CIDADANIA, CITIZENSHIP, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO