SO NEAR AND SO FAR: FOR A GEOGRAPHY EDUCATION THAT PHOTOGRAPHS THE CONSTRUCTION OF A MORE CIVIC EDUCATION

Abstract

Based on an excerpt from a larger study that has already been completed, this article aims to reflect on the importance of citizen education in the constitution of students in the movement of belonging and also to understand, through photography, the position of these students in society, as citizens in formation, materialized by them in the authorship of the photograph. Theoretical contributions include contributions on citizen education and the right to the city, such as Santos (1986; 2000; 2008), Carlos (2007; 2021), Cavalcanti (1998; 2008; 2012), Harvey (2004; 2014), Gonçalves and Rosa (2021), Orlandi (2004; 2015; 2017; 2020), Rufino (2019); discussions about photography as a cultural artifact, such as Alves (2013) and Kossoy (1994; 2002). As a result and after analyzing a corpus of photographs taken by students from two schools (one public and the other private), it is possible to point out that, in addition to the apprehension of knowledge and meaning attributed by the students to what was discussed in Geography classes, the perspectives revealed the subjects' position in society and how each social group appropriates the city's spaces through their daily experiences. The meanings attributed by the students to the content worked on and their experience of the places in the city made it possible to observe some important issues to be explored and deepened with regard to giving the students the opportunity to learn about the city.