A Geografia como prática da liberdade na Educação de Jovens e Adultos

Abstract

In this dissertation, we sought to develop and defend the idea of the Geography school subject in Youth and Adult Education, as a practice of freedom, considering its function and social contribution to this type of education and its subjects, oppressed by historical issues arising from Brazil's colonial past. For this purpose, the official documents of a public school in the municipality of Uberlândia-MG were researched, and an interview was held with the Geography teacher of that modality in the institution, in order to analyze these contents and relate them to Freirean principles that help in the composition of an emancipatory education, and to investigate the convergences and possibilities of Geography for EJA. In the analysis, based on three Freirean categories - criticality, historicity, and freedom - it was verified that the documents consider the reality in which they are inserted and the historical conditions imposed on education, showing themselves to be contrary to retrograde movements and adopting emancipatory methodologies and conceptions of human formation, for Geography and for the entire institution. It was possible to verify, through the documents and the interview with the teacher, that the investigated educational institution places itself in function of social transformation, proposes and consolidates an education focused on humanization, in aiding the development of critical subjects, active citizens in their knowledge processes, in their relationships, and in the world.