Correntes da libertação e geografia: uma proposta anarquista para estudo de microbacia hidrográfica na educação básica

Abstract

The present work is the result of a reflection on how a study of a hydrographic basin could occur in an anarchist approach in the teaching of geography in basic education. It arises out of a necessity to think of other ways of teaching that are not traditional teaching and that build in the student the capacity to critically think about the world around them. In this context, libertarian pedagogy emerges as an important possibility, given that, since the XIX century, anarchists have reflected on education with several contributions to teaching that point in this direction. Furthermore, there is an importance of thinking about the formation of a critical and active student in a world in which more and more nature is devastated. It deals, therefore, with a proposal for a study of a specific urban hydrographic microbasin in the city of Uberlândia, the Córrego do Óleo, based on statements made, above all, by anarchist geographers. The two main authors who were taken as the foundation of the proposal were Élisée Reclus and Piotr Kropotkin, considering mainly their view of nature and their reflections on education. For the realization of the work, bibliographical and field research were done, as were utilized direct observation registers, photographs, and maps that were produced in other works for curricular components of the undergraduate course in geography. A brief presentation on anarchism was realized, the way in which the main anarchist authors thought about education, the view of nature of anarchist geographers and their teaching, and then characterizing the hydrographic basin in study and presenting the proposal for teaching. As the central result of the work, the elaborated proposal shows that it is possible to coherently consider the study of a hydrographic basin from an anarchist perspective, articulating its study through problems, cooperation, independence in the process of learning, reflection on reality, autonomy, and self-management. Thinking teaching in this approach may contribute to the formation of active, critical, autonomous, and solidarious students, as well as the capacity to intervene in the wider social reality aiming for self-managed popular direct participation.