Cartografias “Outra” na EJA: por uma prática decolonial no ensino de Geografia

Abstract

This work seeks to establish approximations between the teaching of Geography in the Education of Young People and Adults (EJA) and a decolonial pedagogical practice, mediated by cartography, since reading and understanding maps is a necessary skill for every citizen, not only during school learning, but throughout life. I also sought to overcome the Cartesian use of maps, which are based on mathematical language as the only way of describing geographic space, and the disinvisibilization of knowledge and knowledge acquired throughout life by these subjects in their different social practices. It was an action research aimed at the elaboration of a pedagogical practice by Social Cartography, which enabled the students to map elements present in their daily lives and in their communities, their needs, anguishes and frustrations. In this process, students, as citizens dissatisfied with situations that hurt their human dignity, have recognized themselves as transforming agents of individual and community reality. Through the participatory Cartography of the subjects of the EJA, it was sought to bring the existence of these subjects in their mappings, the daily life of their people, their places, their routines, traditions, cultures and their needs; life in fact as it is, spatially distributed in the territory.