FIELDWORK AS A PEDAGOGICAL TOOL IN URBAN GEOGRAPHY

Abstract

The fieldwork needs to be used by the Geography teacher as a facilitator of knowledge that seeks pedagogical practices. For, the observation, the discussion, the protagonism of students, the contact with reality, and the relationship between theory and practice, are attributes that this activity has to help in the geographic cognitive production of students. That said, the central objective is to present the fieldwork of the Urban Geography discipline that was concerned with relating its contents to practical moments in the field, revealing the social phenomena and placing the students as protagonists of this activity with informal interviews, and with the discussions held during the visits, to help them understand the themes. As a research method, we used a field script organized in strategic stopping points at the study sites, each stopping point is closely related to the contents, and for the collection of data and information, informal interviews were conducted, thus, we worked in this study with a qualitative research approach. This study has its relevance because the fieldwork is a pedagogical instrument that contributes to the students' learning, and also contributes to the quality of the future education professional's training. Moreover, we can consider the activities of this fieldwork as a political instrument, because understanding the relations of the people who live in the occupations with the political agents is fundamental to think about social injustices. The results reflect that the field activities of the Urban Geography subject were related to the contents discussed in class, thus it was possible to understand the themes in a more didactic way.