Moradia e cosmovisão indígena: uma experiência com crianças no ensino de geografia

Abstract

This final paper in the pedagogy course explores the teaching of the concept of housing to children, including the indigenous worldview, and aims to discuss this concept from the perspective of cultural plurality. The methodology adopted is research-formation that considers the teaching experiences developed during the supervised internship, in the first year of elementary school; as well as the practical ENADE exam, in the last stage of Early Childhood Education. Based on theorists from the fields of geography and pedagogy, the theoretical framework defines concepts such as place, dwelling and housing and connects them to teaching practices that promote cultural diversity. The results include a proposed didactic sequence for first grade students and a report on the two applications carried out in early childhood education and elementary school. The study concludes by emphasizing the importance of including content related to Brazilian indigenous cultures in school curricula to avoid stereotypes and generalizations, the value of teaching geography to children, the need to bring children out from enclosed spaces and reconnect them with nature, and the benefits of the practice of researchtraining in the educational development of teachers.