Cartografia participativa e educação do campo: uma experiência com estudantes da rede básica de ensino em Cardeal da Silva - BA

Abstract

Participatory Cartography is a collective process of producing maps by non-hegemonic subjects of power who express through cartographic language their vision of their own territory and, therefore, can be thought of as a pedagogical tool in Rural Education. The objective of this research was to investigate the possibilities of a Problematizing Education in the Countryside based on Participatory Cartography. This study sought to discuss Problem posing Education as the founding practice of Rural Education from the perspective of understanding the countryside as a territory of struggle, resistance, contradictions and culture; reflect on the process of Participatory Cartography in the light of Rural Education as a tool for (re)elaboration of critical/problematizing knowledge and produce, together with the students, a map for didactic purposes with the elements of the geographical landscape of the peasant territory of Serradinho, in the municipality of Cardeal da Silva. This research had a qualitative approach and a historical-dialectical epistemological approach. We also consider Participant Research.The data generation phase took place through Participatory Cartography workshops. As a participant observer, I recorded important information for the data analysis phase in audios and field diaries. The audios were submitted to sequential transcription with selection of information relevant to the research. The next phase of reflection and data analysis took place based on the Hermeneutic-Dialectic Method (HDM). From that moment on, three empirical categories emerged that allow thinking about Participatory Cartography as a pedagogical tool in Rural Education, namely: Symbolic territory; Uses of the territory and Work in the field. With the results of this research, it was possible to observe that Participatory Cartography brought possibilities to discuss important themes of Rural Education in a dialogic and creative environment from the elaboration of maps of territories that are made invisible by the Hegemonic Cartography. In this process of problematizing education, social demands, territorial ties and knowledge were strengthened and/or (re) elaborated. I present the map made by the students of their own territory as a product of this research. This map, as a didactic resource and with representative elements of the territory's landscape, is already being used in the local school environment. I leave the guidelines for the application of Participatory Cartography as an educational process in Rural Education so that other teachers can make use of it.