A geografia do cotidiano e a construção do raciocínio geográfico: um estudo numa escola municipal da zona rural de Floriano-PI

Abstract

Many rural schools in Brazil face the challenge of aligning curricular content with the reality of their students. In the teaching of Geography, this difficulty can compromise the development of geographic reasoning, which is essential for understanding the spatial and socio- environmental relationships of the contemporary world. This Undergraduate Thesis aims to analyze how the daily life of 9th-grade students in the rural area of Floriano-PI contributes to the construction of geographic reasoning in Geography education. It is a mixed-methods study, combining quantitative and qualitative data, based on a case study, which employed a structured questionnaire with four open-ended and six closed-ended questions, applied to nine students from the municipality. The study seeks to understand how the lived space influences the learning process and how teaching can become more meaningful when it engages with the students’ reality. The results showed that most students demonstrate interest in the subject, especially when the content relates to rural experiences such as agriculture, environment, and climate. However, it was found that the contextualization of content is still limited due to the lack of teaching resources and the absence of more participatory methodologies. It is concluded that daily life constitutes an essential tool for developing geographic reasoning, as it allows students to understand the relationships between society and nature and to recognize themselves as active agents in the transformation of space.