A literatura no ensino de geografia: o romance “O Quinze” na construção do pensamento geográfico do aluno.

Abstract

The relationship between Geography and literature has existed since before its institutionalization as a school subject. Likewise, literature has always been present in the teaching of Geography as a means of mediating the understanding of geographic space. In this context, we will seek to investigate its relevance for the construction of geographic thinking in 2nd grade high school students at Escola Cidadã Integral - ECI Assis Chateaubriand, located in the city of Campina Grande - PB. This construction is based on the potential that literature has to transcend, through playfulness, beyond the nomothetic and mnemonic capacity of the oral and written transmission of scientific concepts of Geography, which contribute little to the intellectual development of the student. Considering the potential that the construction of geographic thought provides to the student and supported by the method of dialectical historical materialism sustained by the historical and social formation of the individual and his/her thought, through the analysis of the geographic content of the work “O Quinze”, by the writer Rachel de Queiroz, we realized the possibility of working on the contents of the 2nd year of high school, mediated by a didactic sequence, at ECI Assis Chateaubriand, where we are developing an action research that, after the careful analysis of the content of the novel “O Quinze”, we intend to show how the work of the contents of Geography through access, reading and reflection of this novel, can contribute to the construction of the student's geographic thought, from a critical citizen formation based on the reality faced in their social space, enabling a closer and more necessary relationship with Geography, deconstructing the negative stereotypes that surround this curricular component, contributing to their critical citizen formation and helping to reduce school realities with exclusionary potential.