A influência do imaginário social sobre o nordeste: uma reflexão sobre os limites do livro didático de geografia do 7° ano e o contexto atual do nordeste.

Abstract

The first knowledge about the world and its diversities begins at school. Thus, it is also very important that students know well about the region in which they live. Therefore, the teaching of the Brazilian Regions in Geography in elementary school final years is of great importance for the formation of students, in a way that helps in the critical, social, economic, political and cultural construction of the regions. To this end, the objective of this work was to analyze the Geography textbook of the 7th grade of elementary school in the city of Cajazeiras-PB, focusing on contents about the Northeast Region. The Geography textbooks analyzed were, Geography: space and interaction by authors Marcelo Morais, Denise Pinesso and Angela Rama, publisher FTD, edition year 2022 and the book Geographical Expeditions by authors Melhem Adas and Sergio Adas, publisher MODERNA with the edition year 2022. The choice of textbooks was due to the fact that they were used in both schools where the supervised internships took place during the training. First, a bibliographic survey was carried out and, soon after, a research was carried out focusing on news disseminated by news portals, with the objective of collecting data that served both as a basis for the discussion of the problem presented, as well as a teaching and learning tool for the teacher to work in a region closer and more present in the daily lives of students. The analysis of the textbook was carried out with a focus on the Northeast Region, where an evaluation table was used for the data collected. The results obtained in the research, such as analysis of the number of pages and maps, updated data, individual and group activities, among other criteria, were presented and discussed, taking into account the approach to the theme in the literature. The two Geography textbooks analyzed are able to be used as a teaching and learning resource. It is concluded that the textbook, although it can be used as a resource, needs a more analytical look at the selection process for the Geography textbook, and the lack of more detailed content influences the social imaginary.