Letramento socioespacial na educação básica: o uso da psicogeografia e das geotecnologias na análise da segregação urbana

Abstract

This study proposes Psychogeography as a didactic-methodological framework for the use of Google Earth in Geography teaching, aimed at high school students in the State Education System of Minas Gerais, Brazil. The research is justified by the need to confront socio-spatial alienation promoted by algorithmic filters (digital bubbles), aiming to analyze the potential of this approach for the critical understanding of urban socio-spatial segregation. The central problem questions how the "Virtual Dérive" on Google Earth, inspired by Psychogeography, can reveal students' perceptions and affections regarding segregation in the local/regional urbanization process. Methodologically, the study is based on a qualitative approach through a didactic intervention (action research). The central strategy consists of simulating a "Virtual Dérive" (based on Guy Debord’s concept of dérive, 1958) through areas of pronounced urban contrast, using Street View. This action seeks to expose students to unfiltered space, breaking the passivity of media consumption. The traditional map is complemented by the collection of subjective data, such as the production of Affective Maps and the analysis of discourses that externalize reactions of "Topophilia" and "Topophobia" (Yi-Fu Tuan, 1974). The results indicate the effectiveness of the methodology by integrating the affective dimension into spatial reasoning, transforming segregation into a perceptual experience that fosters critical questioning about the social production of space, contributing to citizenship education aligned with the Right to the City (Henri Lefebvre, 1968).