EDNA MARIA FERREIRA DE ALMEIDA
Abstract:
The geography teaching contributes to the citizen formation, leading the student to reflect on his rights and duties in society of which he is part, prompting him to think about his role for the exercise of citizenship. All citizens have equal rights under the Constitution that need to be guaranteed. Given this, accessibility as one of the rights conquered by law and related to 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 space and urban equipment, as stated by Law N. 10.098/2000, allowing the city to live with dignity in the city space. This research emphasizes the importance of discussing the citizenship theme in classrooms from urban accessibility, highlighting that accessibility is directly related to space. So why not work the same in geography classes? With this in mind of reflection, the general goal of this research was to develop the teaching work for the concepts formation of high school students about urban accessibility in Iporá-Goiás city, taking into account their daily citizen practice. The specific objectives were: to identify the main current theoretical and normative contributions on urban accessibility; evaluate the current situation of urban accessibility in Iporá city based on legislation and planning guidance; investigate, together with students, the accessibility conditions in the urban center of Iporá-GO city, according to the research delimitation; experiment with teaching and learning activities with students on the theme of urban accessibility, using the pedagogical intervention project with the theme at hand; analyze students' conceptions about urban accessibility after work; to present work results that contributed to the accessibility approach in the teaching of geography, together with the students. For the work development, 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 achieve the proposed goal, the methodological path was established, which consists of the following steps: theoretical, documentary and field research (carried out by the students involved in the project) and implementation of the Pedagogical Intervention Project in the field school. The results achieved 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 the student for life.
