Ensino de Geografia para as juventudes: considerações sobre o uso de metodologias ativas

Abstract

Contemporary society is undergoing constant transformation, driven primarily by the advancement of digital technologies. This process directly impacts educational institutions, demanding new forms of knowledge mediation that engage with a generation of students born into digital culture—students who must be prepared to face the challenges of the labor market and active citizenship. In this context, Geography, as a science that analyzes the relationships between society and nature within geographic space, plays a fundamental role in fostering students' critical and civic education. Accordingly, this research aims to analyze how active learning methodologies contribute to Geography teaching aimed at youth, considering their sociocultural specificities and promoting student agency in the construction of meaningful geographic knowledge. The specific objectives are: to discuss the teaching of Geography for youth; to investigate active learning methodologies in Geography education; to report the perceptions of teachers and students regarding the use of active methodologies in high school Geography classes; and to evaluate the experience of the project “Minha Multinacional” (“My Multinational”) as a Project- Based Learning (PBL) approach in teaching Geography to youth. This study is grounded in the works of authors such as Cavalcanti (2019), Castellar (2020), Castellar, Pereira, and De Paula (2022), Moran (2015), Bernini (2017), Demo and Silva (2020), as well as in normative documents such as the National Common Curricular Base (BNCC) and the Curriculum of the State of Piauí (2021). The methodology adopted was participatory research, conducted through the project “Minha Multinacional”, developed collaboratively with high school teachers and students. The investigation also included the use of questionnaires with Geography teachers and students, aiming to understand their perceptions regarding the teaching of the subject, youth perspectives, student protagonism, and active learning methodologies. The results show that these methodologies foster student agency, stimulate creativity, promote the development of socio-emotional skills, and enhance critical understanding of geographic content. It is therefore concluded that active learning methodologies represent promising strategies for teaching Geography in a way that values youth, strengthens their autonomy, and contributes to an integral, contextualized, and transformative education.