Abstract

MALAVSKI, Paula Dagnone. The contribution of the "pedagogy of autonomy" in teaching and learning geography for the Education of Young and Adults: a possibility of citizenship education. Rev. Reflex [online]. 2018, vol.26, n.1, pp.118-131. ISSN 1982-9949.  https://doi.org/10.17058/rea.v26i1.8927.

The objective of this article is to present the contribution of the piece of work "Pedagogy of Autonomy" of the educator Paulo Freire for a praxis in School Geography, under his critical perspective. Based on a case study carried out with educators from the Youth and Adult Education Program, of a public school, located in a popular neighborhood in the city of Salvador (BA), a city that undergoes a broad process of restructuring urban policies, the Freire’s dialogic pedagogy founded a teaching-learning practice in Geography for this audience. The results of the research revealed that the collective construction of educators and students of School Geography important concepts, such as landscape, space, territory and place, from the experience of daily life, are presented as possibilities for contextual and critical education, as well as a citizenship education.

Keywords : School Geography; Critical Geography; Dialogical Pedagogy; Citizenship Education.

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