ENSINO DE GEOGRAFIA E EDUCAÇÃO DE JOVENS E ADULTOS: práticas de leitura e interpretação de textos

Abstract

Reading is a continuous, complex and plural learning process that is not restricted to specific levels of education or subject. It is considered that through the act of reading, it is possible to make interpretations and reflections about the world, the life and the lived space. The Geography itself allows the performance of space in a more complete way, developing the capacity to understand phenomena that are not present in daily school life and at the same time uses the everyday to understand space, from several ways of reading. In this context, it is proposed to discuss the importance of reading and interpreting texts in Geography teaching, with emphasis on the Youth and Adult Education (EJA - Educação de Jovens e Adultos). In order to develop the research, readings and data collection and analysis were made. Theoretical support was found in authors such as Freire (1984, 2017), Callai (1998, 2005), Cavalcanti (2002), Pontuschka (2009), Veiga (2011), Antunes (2012), among others. When discussing the reading and interpretation of texts in the teaching of Geography, it is important for the student in class to have the freedom of questioning, thinking and developing their autonomy. An emphasys is made to the role of the teacher as mediator in the practice of reading and interpreting texts, contributing with strategies and activities that lead the student to texts comprehension using previous knowledge.